) 21 
B273 
14 
Jopy 1 



How Shall I Teach History P 



The following is a partial list of colleges and schools into which 
SHELDON'S GENERAL HLSTORY has been introduced: — 



Waynesburg Coll., Penn. 

Columbian Univ., Washington, D.C. 
Univ. of N. C, Chapel Hill, N.C. 

DeniSOn Univ., Granville, Ohio. 

Baldwin Univ. , Berea, Ohio. 

Oberlin Coll., Oberlin, Ohio. 

Purdue Univ., La Fayette, Ind. 

Moore's Hill Coll., Moore's Hill, Ind. 

Adrian Coll., Adrian, Mich. 

No. Western Coll., Naperville, 111. 

Chaddock Coll., Quincy, 111. 

"Wheaton Coll., Wheaton, 111. 

Central Univ., Richmond, Ky. 

Bellevue Coll., Colliersville, Tenn. 

Tabor Coll., Tabor, Iowa. 

Avalon Coll., Avalon, Mo. 

"Washington Univ., St. Louis, Mo. 
Drury Coll., Springfield, Mo. 

"Willamette Univ., Salem, Oregon. 
Mansfield Coll., Mansfield, La. 

University of Dak., "Vermillion, Dak. 
Yankton ColL, Yankton, Dak. 

Univ. of Deseret, Salt take City, Utah. 
Plymouth Normal School, N.H. 
Providence Normal School, R.l. 
Oswego Normal Sch., Oswego, N.Y. 
state Normal School, Indiana, Pa. 
state Normal School, California, Pa. 
State Normal Sch., w. Liberty, W.Va. 
Morris Normal School, Morris, 111. 
Oshkosh Normal School, Wis. 

Peru Ndrmal School, Peru, Neb. 
Cooper Normal Coll., Daleville, Miss. 
Houston Nor. Inst., Huntsville, Tex. 
C. T. R. U., Biddeford, Me. 

Mrs. Caswell's School, Portland, Me. 
Vermont Acad., Saxton's River, Vt. 
Burr & Burton Sem., Manchester, "Vt. 
Hopkins Acad., Hadley, Mass. 

Lee Hall School, Lynn, Mass. 

Manning Acad., Ipswich, Mass. 

"Worcester Acad., Worcester, Mass. 
Bromfleld School, Harvard, Mass. 

"The Elms," Springfield, Mass. 

Morgan School, Clinton, Conn. 

Brooklyn Heights Sem., N. Y. 

Miss Mackie's Sch., Newburg, N.Y. 



Classical School, Poughkeepsie, N.Y. 
"Worman's School, Troy, N.Y. 

Miss Holbrook's Sch., Yonkers, N.Y. 
Misses Masters' Sch., Dobbs' Ferry, 

N. Y. 
Mrs. De Witt's Sch., Dobbs Ferry, 
_ N.Y. 

Forbes Class. School, Buffalo, N.Y. 
So. Jersey Inst., Bridgeton, N.J. 

Jefferson Park Acad., EHzabeth, N.J. 
Miss Gordon's Sch., Philadelphia, Pa. 
Misses Bond's Sch., Baltimore, Md. 

Upperville School, Upperville, Va. 
Polytechnic- Inst., New Market, Va. 
Bowling Green Seminary, Va. 

Mt. "Vernon Sem., Washington, D.C. 
" The Cedars," Washington, D.C. 

Male Academy, Garysburg, N.C. 

Bennettsville Academy, S.C. 

Towle Institute, Mobile, Ala. 

Clara Conway Inst. Memphis, Tenn. 
Knoxville Female Inst,, Tenn. 

Burritt School, Baton Rouge, La- 

Mrs. Blake's Sch., New Orleans, La. 
Crockett Academy, Texas. 

Rhea's Mills Acad., Rhea's Mills, Tex. 
Masonic Institute, Lewisville, Tex. 
Mary Institute, St. Louis, Mo. 

State Reading Circle, Kansas. 

Stockton Academy, Stockton, Kan. 
Wesleyan Seminary, Danville, 111. 
Anna Academy, Anna, 111. 

Westminster Sem., Fort Wayne, Ind. 
Jefferson Institute, Jefferson, Ohio. 
Worcester Acad., Vinita, Ind. Ter. 
Mills Academy, Alameda, Cal. 

High School, Brunswick, Me. 

Biddeford High Sch., Biddeford, Me. 
Chester High School, Chester, Vt. 
Milford High School, Milford, N. H. 
High School, Nayatt Point, R.I. 

Ayer High School, Ayer, Mass. 

Hinsdale High Sch., Hinsdale, Mass. 
Norwood High Sch., Norwood, Mass. 
High Sch., Wellesley Hills, Mass. 

Gloucester High School, Mass. 

Needham High Sch., Needham, Mass. 



For reniamder of list see last inside page of cover. 



\ 



vN^ 



PT 



V '' HOW SHALL I TEACH HISTORY? 

By such an application of the Seminary Method as is suitable and 
practical for High Schools and Academies, as well as for Colleges. 

What is the "Seminary Method?" 

PROF. F. E. Schelling, of the University of Pennsylvania, in an 
article in the Philadelphia American says: "Perhaps it may not 
be impertinent to explain to oiir readers exactly what is meant by the 
Seminary method. Briefly, then, the Seminary is the laboratory, and 
the Seminary Method is no more than an extension of the laboratory 
system to a consideration of other subjects." As Prof. Foster, of Ober- 
lin College, has well remarked : " No man is truly a student of any 
branch until he is an original student. He is never interested in 
a study till he begins to pursue it for himself by original methods." 
This is precisely what the Seminary contemplates ; a well equipped 
laboratory in which the student may learn the use of his tools and 
where original research may be pursued under competent guidance. 

How may the Seminary Method be most ^iUy 'and 
successfully followed? / 

By studying "original sources " which are furnished, together with i 
appropriate problems, by the works described below.; , ;^ 

Studies in General History. 't .f.^* 

(looo B.C. to iSSo A.D.) is An Application of the Scientific Method to the Teach- 
ing of History, by Mary D. Sheldon, formerly Prof, of History in Wellesley 
College, and recently Teacher of History in the Oswego Normal School, N. Y. 
Half leather. 572 pages. Price by mail, ^1.75 ; Introduction price, ^1.60. The 
Greek and Roman portion is bound by itself under the title : 

Studies in Greek and Roman History; 

Or, Studies in General History, from 1000 B.C. to 476 A.D. Cloth. 266 pages. 
Price by mail, ?i.io; Introduction price, $1.00. 

It is the object of this new text-book to give a collection of his- 
toric material, which may be dealt with at first-hand, as the pupil 
deals with the actual substance in Chemistry, the living plant in 
Botany, the genuine text in Literature, thus stimulating, not only 
memory, but observation, judgment, and inference. The material given 
consists of maps, pictures, lists of important events, men, works, 
and deeds, tables of political organizations, and extracts from orig- 
inal sources, including constitutions, creeds, laws, chronicles, and 
poems. It is accompanied by questions which are of the nature of 
problems, answers to which must be worked out by the pupil himself 



4 HISTORY. 

from the given data. The book thus serves as a little historical labora- 
tory or museum, in which the student may learn how to interpret the 
facts of society, and by means of which pupils who take nothing more 
than the ordinary course of history may obtain some of the benefits of 
that ''Seminary Method,'''' first employed in Germany, and now so 
rapidly superseding every other in our leading colleges. 

By this method the student is compelled to do original work with origi- 
nal materials. Such original materials are often very difficult to find, 
and when found are inaccessible to any great number of pupils, besides 
being generally so bulky and confused as to require much time to select 
their really significant and instructive portions. To select these por- 
tions, and bring them within the limits, and place them in the relations 
demanded by the practical needs of the class-room, is one great aim of 
this work ; the other is, to set such questions as will develop the his- 
toric meaning and connection of these materials, and at the same time 
call forth the native ability of the student to deal with social and politi- 
cal problems for himself. It is a book to be studied, not read. 

The Teacher s Manual to Sheldon s Studies 

in General History. 5^ by 7 J^ inches. Cloth. x+ 167 pages. Intro- 
duction price, 80 cents. 

CONTAINS summaries of all the results expected to be attained 
by the students' work, together with suggestions as to class-room 
method, topics for examination and essay work, and more general and 
connected views of the subject than it would be wise to include in the 
students' edition. In the preface to the Manual, the author says : — 

*' In teaching history in higher grades, three points must always 
be in mind : first, to give each student independent work ; next, to 
subject the results of solitary, individual thought to the freest criticism 
and discussion in the class-room ; last of all, the accepted results of the 
collective labor must be arranged in compact and logical order, and 
stowed away in memory. By the solitary study of the individual, the 
mind gains power and originality ; by the ' free lance in a free field ' of 
class-room work, the mind gains courage, sharpness, speed, and gener- 
ous temper ; by the strict, close sifting of study and discussion, it gains 
concentration, clearness, and breadth. 

"To render the advantages of this method of instruction available 
for large classes with limited libraries, and a limited course of his- 



HISTORY. 5 

torical study, I have made these two books : the Student's edition 
contains the material and the problems for independent study ; the 
Teacher's Manual contains the answers to these problems, embodied 
in tabulations, and a running commentary of text, which may serve as 
suggestive for the discussions and the summaries demanded by the 
class-room. 

" As for the advantage of this method to the teacher, I can only say 
that I hope it will save him the tedium of the treadmill ; that it will 
bring him day by day the living, sympathetic touch of youthful thought 
and feeling ; and that, in time, the world may read with fairer, clearer 
meaning to himself." 

IFTiat the best authorities say of the method adopted in 
this booh : — 

J. R. Seeley, Regitis Professor of History, Cambridge l/niversity, 

England. 
" Is history to keep its old form of a narrative, flowing uniformly, 
sonorous, and stately, or is it to be broken up into the scientific 
form of classifications and catalogues ? Is it to be a story, or is 
it to be a problem ? You know how I answer these questions ; and 
it gives me much satisfaction to find that you answer them in the 
same way. You have taken the decisive step, and I hope you will per- 
suade many of your countrymen and countrywomen to follow you. Till 
this step is taken, both in historical writing and historical teaching, I 
cannot imagine that history can be anything more than a delightful 
amusement. But I think you and those teachers who use your book, 
will get from it the much higher delight of feeling that you have given 
your pupils a real guide, a new science." — March ii, 1886. 

E. A. Freeman, the Historian. 
" A political constitution is a specimen to be studied, classified, and 
labelled, as a building or an animal is studied, classified, and labelled 
by those to whom buildings or animals are objects of study." 

Ephraim Emerton, Professor of History, Harvard University. 
" Thus everywhere we see the conviction gaining ground that the 
method of practice is indeed the only effectual method. Laboratories 
in natural science, the " natural method" of learning language, instruc- 



HISTORY. 



tion by topics instead of by text-books, — all these are parts of one 
movement towards a higher and more eiTectual standard of instruction. 
How does it stand now with history? Perhaps more than any other 
study, history has suffered, and is suffering, from that misconception I 
have alluded to, that it means only a dreary mass of facts, dates, and 
events, strung along like so many beads on a chain, and with no more dis- 
tinction in value or meaning. It is the rarest thing to find a man who 
has any idea whatever about the materials of historical writing, or of 
the methods used in dealing with these materials. Even educated men 
are inclined to regard history as a collection of stories merely, more or 
less entertaining to read, but not having any really serious bearing upon 
the present active life of men. That there is a science of history, with 
its apparatus, its schools, its devotees, and its great results already 
reached, is an extremely unfamiliar fact." — HaWs Methods in History. 

Charles Kendall Adams, Pres. of Cornell University {forinerly 
Professor of History in Mich. University'). 

" The mere memorizing of dry facts and assertions affords no intel- 
lectual nourishment, while it is almost sure to create a distaste for 
historical study, and, perhaps, will even alienate the taste of the 
scholar forever. The first of all endeavors, therefore, should be to 
put life and action into what, as it stands, is a mere bundle of dry 
bones. 

"This can be done in two ways. The information of the teacher may 
be used to illustrate what is set before the class as a lesson. Questions 
hinted at in the lesson may also be assigned the class for personal inves- 
tigation. The first method will always be used to some extent by every 
efficient teacher ; but it will not ordinarily be found sufficient. A far 
more helpful reliance is the method of personal research. The nature 
of the questions assigned must, of course, depend on the intelligence 
and advancement of the class. But even with a class of beginners, more 
is likely to be accomplished by assigning certain topics than by assigning 
certain lessons." — HalVs Methods in History. 

Herbert B. Adams, Professor of History, Johns Hopkiris University. 

" In teaching history, altogether too much stress has been laid, in 
many of our schools, upon mere forms of verbal expression in the text- 
book, as though historic truth consisted in the repetition of what some 



HISTORY. 7 

author has said. It would be far better for the student to read the 
same story in several different forms, and then to give his own version. 
The latter process would be an independent historical view based upon 
a variety of evidence. The memorizing of "words, words" prevents 
the assimilation of facts, and clogs the mental processes of reflection 
and private judgment." — HalPs Methods m History. 

Moses Coit Tyler, Professor of American History in the Cornell 
University. 

" As I have students of all grades, so my methods of work include the 
recitation, the lecture, and the seminary. I have found it impossible 
by the two former to keep my students from settling into a merely 
passive attitude ; it is only by the latter that I can get them into an 
attitude that is inquisitive, eager, critical, originating. My notion is 
that the lecturing must be reciprocal. As I lecture to them, so must 
they lecture to me. 

" We are all students and all lecturers. The law of life with us is 
co-operation in the search after the truth of history." — HalVs Methods 
in History. 

William F. Allen, Professor of History, University of Wisconsin. 

" In the method which I have at last settled upon, my aim has been 
to get some of the benefits which students in the natural sciences 
acquire from work in laboratories. I would not be understood as 
claiming that this is original investigation, in any true sense of the 
term. Laboratory work in chemistry or physics is not original investi- 
gation, neither is the study of topics in history. The object, it must 
be remembered, is education, not historical investigation ; and the 
object of the educational process is not merely to ascertain facts, but 
even more : to learn how to ascertain facts. For the student, as a 
piece of training, historians like Prescott and Bancroft may stand in 
the place of original authorities. To gather facts from them, really 
at second hand, has for the student much of the educational value of 
first-hand work. Of course, there is a difference in students, and the 
work done by some is of a much higher grade than that of others. For 
the best students it easily and frequently passes into the actual study of 
authorities at first hand." — HalVs Methods in History. 



8 HISTORY. 8 

Many teachers, on examining^ Sheldon's History, and appreci- 
ating- that its method differs radically frora that of other text- 
books, have raised questions as to the intention of the book, its 
practical excellence, and the manner in which it should be used. 
We subjoin the most important of these queries, adding- ■vrhat 
seem to us convincing answers, compiled from the opinions of 
leading authorities on methods of History study, from, the descrip- 
tive statement of the author as to the intention of the work, and 
from the testimony of able teachers, who have successfully and 
repeatedly demonstrated its practical value. 

Can this book be used successfully without a reference 

library ? 

• • \/ES." There is not a question in it which cannot be an- 
1 swered from the materials furnished in the way of fact or 
extract, plus the pupiVs intelligent labor and thought. This last ele- 
ment must be brought from without. // is especially adapted to help 
those sttidetits and teachers who are without access to large libra- 
ries^ and cofttains within itself all that is absolutely necessary for 
the work required. So far from the book's requiring a library to 
supplement it, unless the pupils have a good deal of time, the results 
will be clearer oftentimes without than with extra reading. When, 
however, books are accessible, the General History will serve as a 
guide to fresh 'Studies' which can be extended according to the 
resources at hand. 

That the book will stimulate additional study, experience has 
abundantly proved. The pupils wish to read other books. Then, 
by all means, hasten to furnish them, and be thankful that your stu- 
dents are enough interested in the subject to ask for a book on his- 
tory, or to take it from the public library, for this is not often the 
result of history teaching in the schools. A good historical atlas, 
like Labberton's, and a dictionary of biography, like Lippincott's, 
are needed. If opportunity offers beyond this, see our little pam- 
phlet entitled "Aids to Teaching History." We don't consider the 
possession of any books imperative, but at the same time, the 
more books and the more time the better. 

A further excellent answer to this question may be found in a 
paper by I. B. Burgess, recently Teacher of History in the Rogers 
High School, Newport, now of the Boston Latin School. This 
paper, which was read before the Massachusetts Association of 



HISTOHV. 9 

Classical and High School Teachers, Boston, April 7, 1888, and was 
reprinted, with slight changes by the author, from the June, '88 
number of The Academy^ Syracuse, N. Y., may be obtained of us, 
free of charge. From this we extract the following: 

"The idea of wide reading has been so constantly associated with 
historical investigation and thought, that many have come to feel that 
the thought is impossible without the wide reading. This is a mis- 
take. One must begitt by thinking about a sentence. A boy cannot 
read profitably many facts before he has learned to understand the 
meaning of a few. Too much prominence is given to the amount of 
reading secured in a course of history. It seems to be taken for 
granted that if reading is secured every thing is accomplished. 

Do not misunderstand me. Wide reading must ultimately be a 
part of every liberal course in history, but it cannot come ordinarily 
at the beginning of that course, because then the pupil cannot 
digest it." 

Is the Greek and Roman portion sufficient for prepara- 
tion for College? 

• • T F we take the Harvard requirement in history as a standard, and 
1 this requirement is probably the most exacting, it is fair to say 
that while a boy can pass who is simply well furnished with bare ex- 
ternal and unrelated facts, such as dates of battles, names of leaders, 
incidents in their lives, and summaries of laws and constitutions, yet 
a boy who has studied the characters of leaders, the characteristics 
of national life, and the causes and results of wars, would be more 
likely to do so. The number of facts, dates and names required by 
the examination is not large, considerably less in amount than five 
years ago. Prof. Macvane, who has charge of this requirement, 
writes ; ' We wished to leave the choice of a manual with the 
teacher, and to name the selections for reading as part of the course, 
to be demanded of everybody. We believe that the better students 
would find this method no harder than the narrow study of a manual, 
and vastly more instructive. We hope to get the help of the teachers 
in making the school courses of history real bits of historical study, 
so far as they go.' The only possible difficulty for a boy who knows 
his Sheldon would arise in the matter of geographical names and 
dates. It would be well to have a boy insert in his book occasionally 



lo HISTORY. 

a date or name not given, but the number of these names and dates 
need not be large. For all the other questions which are given the 
answers of a boy drilled in Sheldon would be more intelligent than 
those of a boy drilled in an ordinary text-book." 

C. K. Adams, President and Prof, of History, Cornell University, 
writes : " In answer to your inquiries I beg to say, that the portion 
of Sheldon's General History devoted to ancient history will be ac- 
cepted by us from applicants for admission to this University." 

Can a book on this plan cover as much ground as the 
ordinary General History? 

IN preparing a list of examination questions on Greek and Roman 
History to be answered either from Sheldon's or Swinton's text- 
book, it was discovered that a much larger list could have been made 
from the Sheldon alone. Conspicuous instances are, — the age of 
Pericles, the Constitutional history of both Greece and Rome, and 
the history of Imperial Rome. 

Does not Sheldon take more time than other books? 

WE quote further from Mr. Burgess : 
"As to the time required for the course in Sheldon's Greek 
and Roman History; the average number of recitations given in the 
twelve schools I have mentioned, one hundred, would be rather 
scanty if they are like mine, only forty-five minutes long. There are 
thirty-one studies in Greek history, and twenty-three in Roman, up to 
the Empire — fifty-four in all. I find that we average about two-thirds 
of a study to a recitation, and therefore require about eighty recita- 
tions of advance work to cover the ground. With one hundred and 
twenty recitations with a class during the year before the preliminary 
examination, the ground of Sheldon could be covered, and one of the 
three recommended authors for reading in the Harvard catalogue 
read and discussed." 

Can the book be used with large classes? 

THIS is a more serious question. In our opinion, 710 recitation 
in history should be given with a class larger than thirty. 
The most desirable results by any method, — save the pure lecture, 
— can be obtained with classes of between twenty and thirty. 



HISTORY. II 

But we do not see that any objections would apply to using this 
book with a larger class which would not apply equally well to 
using any other. 

But cannot the method of teaching which this book 

inculcates be followed without a text-book or with 

some other text-book? 

We quote from leading teachers : 

• • T N following out this method I use Miss Sheldon's Greek and 
1 Roman History, because it is the only book adapted to it, and 
I feel the need of a book. Boys need that definiteness of instruc- 
tion which only a book can give. The talk of the teacher is soon 
forgotten, but the book is always at hand to be brooded over. There 
are many specimens of ancient life which it is practically impossible 
to get before the minds of the pupils without printer's ink constantly 
before the eyes of all. There is ample room for a teacher's guidance 
and inspiration in using the Sheldon." 

" It furnishes material without which no proper teaching of history 
is possible, but which, hitherto, has been found only in the larger 
libraries." 

" No work but this successfully calls into play any other faculty 
than that of memory. Any one who has learned how to study history, 
and has felt the impotency of the present text-books in that direction, 
will welcome this timely production." 

" It is certainly a new, and, it seems to me, an excellent method 
of teaching the subject. It teaches scholars to think as well as com- 
mit, — a point that cannot be claimed by any other history.'''' 

I think no book on history has ever yet been in use in the public 
schools that can compare with it." 

"It is the only book that I know of claiming to be a text-book on 
general history which I feel quite ready to place in the hands of a 
class without qualification. All others are so brief and so tedious, 
that they seemed designed to hinder and not to promote knowledge 
of the truth sought. Once more, this seems to me to be good because 
it has not neglected any means to the end in view. It has aimed to 
teach students to think, but it has not forgotten, also, to present the 
main substance of history, and so has given one of the best means to 
secure the main end held in view — education. I have long wished 



HISTORY. 



that we could have in our schools a book with a common-sense 
method. When I talked with publishers about a true text-book, and 
not a dreary outline, I was told that such a book would not sell. 
Teachers, it was said, need a book to do their work for them. Shel- 
don's History means a revolution in history-teaching. It will not do 
all the work of the teacher; it will help, and this, too, in an admirable 
way. It will help by stimulating both teachers and pupils to thought 
and investigation." 

"I find it a tmique book. It gives an insight into the making of 
history as no other book of my acquaintance does." 

" I like it better than any I have ever used or ever seen; I shall 
not be satisfied inftiture to use any other text-book.'''' 

"This book is the only one which dares reveal clearly the sources 
of its preparation, and it preserves something besides mere dates ; it 
reveals the very soul of history, — the springs of thought which have 
led to great social movements." 

"What is the difference between Sheldon and other 

books ? 

•• \"\/E have been repeatedly told that books on history are too 
V V much devoted to details of battles and sieges, and have been 
promised better things, yet Cox, in 'the best short history of Greece,' 
according to Stanley Hall's book on history, gives over one-fourth of 
his space to the Peloponnesian War, exclusive of the space devoted 
to its causes and results, and Smith, in his shorter history, gives over 
one-seventh. Miss Sheldon gives fully it causes and results, but only 
a fraction of a page of its details. Smith tells the pupil that " the 
funeral oration of Pericles is a valuable monument of eloquence and 
patriotism, and particularly interesting for the sketch which it con- 
tains of the Athenian manners, as well as of the Athenian constitu- 
tion," but gives not a word of it. Miss Sheldon gives a page and a 
half of this 'valuable and interesting' oration, and sets pupils at 
work studying the picture of the Athenian manners and constitution 
which it contains. 

To make clearer the difference of method, let us compare the 
account of the battle of Cannae in Miss Sheldon's book with that in 
Leighton's book, for instance, — a book that has many excellences. 
Leighton gives about two pages and a half to the battle ; one half 



HISTORY. 13 

page of this space is given to a genealogy of Paulus, a page to a plan 
of Cannae, the order of the battle and its details. The exact number 
of men engaged is put down, and the exact loss in each branch of the 
Roman service is given. 

Miss Sheldon's treatment includes a page of extracts largely 
translated from Livy. Then come the questions on these passages ; 
they are in part as follows: What characteristics of Rome appear 
when she receives news of the defeat .-' What fault in Roman organ- 
ization is plainly shown at Cannae ? What Roman magistrate was 
needed at such a crisis.? Why.? 

You will notice that the emphasis is laid not upon the details of 
the battle, which the pupil does not need and cannot long remember, 
but upon two points of supreme importance in Roman government 
and character, and that several questions are supplied which call for 
earnest thought upon the facts stated. 

These facts and questions I assign to my class. They come before 
me with answers of greater or less merit written on slips of paper. 
When going over advance work I allow them to read these answers. 
We discuss them fully. One boy gives one characteristic of the 
Romans, a second gives another or modifies the answer just given. 
Frequently a complete answer is given without any help from me. 
Often I add to or modify my own notes from answers given in the 
class. When I help it is generally in the way of suggesting an unob- 
served fact, correcting a misused word, explaining the meaning of a 
question, completing an answer, or showing the relation of the idea 
being discussed to our own time and country. It is understood that 
in the review the answers will be in the memory and complete, and 
that they will also be neatly copied into a blank-book kept for the 
purpose. The answers in these books show, generally, that diversity 
and individuality, which is always desirable as indicating real work. 
In naming qualities and in making answers concise yet complete, 
valuable practice is secured in language as well as in thought. It 
must be remembered, of course, that the few facts given in Sheldon 
in the summaries of events must be very rigidly required in toto. It 
will not do to take them up in the general way which is permissible 
in a book like Leighton. The facts which Miss Sheldon presents for 
observation are, so far as I can judge from my other information and 
especially from a somewhat careful reading of Mommsen, true, well 
arranged, and representative when she intends them to be so." 



14 HISTORY. 



What are the most valuable points in Sheldon's plan? 

^^ A LMOST exclusive attention to the facts which are essential 

t\ to the comprehension of the life and development of the 
period studied. 

The study oi p}'imitive i2.ci5, such as maps, pictures of Greek and 
Roman works, speeches and writings of Greeks and Romans. 

The use of questions about these facts which require not the sim- 
ple repetition of them, but the gathering and comparison of different 
facts, and the drawing of inferences from them by the pupil himself. 

The questions require a thorough knowledge of the material for 
thought which the book contains, an elementary knowledge of geog- 
raphy. United States History and current events, the constant use of 
an unabridged dictionary, and nothing else except thought. 

It is, however, the thought work required by the Sheldon that 
should be valued most hi-ghly. The ability to interpret a few facts 
is worth more than knowledge of many. Much as we need wide 
readers, we need thinkers more." 

Do the leading teachers of History believe in the meth- 
ods of this book? 

THE following pages of this pamphlet should be a sufficient reply. 
In addition to those using it as a class-book, from two to three 
thousand others are using a single copy as a help to the successful 
use of the old books and methods. These also write : "We find the 
Sheldon most helpful and stimulating." How much more helpful and 
stimulating the book would prove in the hands of pupils the following 
testimonials from experienced teachers will show. 

Sheldon is emphatically "a book to be studied, not read." For 
the teacher it is a mine of suggestion and inspiration, and furnishes 
that substantial aid which results from increased interest on the part 
of the classes. It arouses constant enthusiasm, stimulates a love 
for the study of history, and encourages originality together with 
definite, intelligent habits of thought. Its rich collection of "history 
material," its clear analyses, and searching questions provide a 
wealth of information, an opportunity for thought, and an incentive to 
study which render the book indispensable alike to both teacher and 
pupils. 



IS 



When a book so satisfactory in its method as SHEL- 
DON'S HISTORY is found even more satisfactory in 
the class-room, (as may be learned from the following 
opinions of those using the book), it is good evidence 
that it is to grow into a much wider use ; and when in 
use, is to do more for the improvement of historical 
study than any book yet published. 

DO THE COLLEGES LIKE IT ? 



George S. Innes, Prof, of History, 
Hamline Univ., Minn.: The class last 
year did very good work with "Sheldon's 
History." Would have doubtless done 
better had I had the teacher's manual 
earlier. I was especially gratified, at the 
examination at close of first term, to find 
my class could state so clearly the growth 
of the constitution, the relation of orders, 
all the deeper facts in the growth of the 
Roman people. I expect now to use it 
more extensively as soon as the course of 
study is rearranged. {March i, 1889.) 

Helen E. Martin, Teacher of His- 
tory, Tabor Coll., la.: I am very much 
pleased with Sheldon's History. The great 
trouble is that the hour is too short for the 
discussions that naturally arise. 
{March 11, 1889.) 

G. P. Jenkins, Moore's Hill Coll., 
Ind. : We are using " Sheldon's Ancient 
History " for the second year and do not 
think of changing text-books on this sub- 
ject. We consider it the best we have 
tried. {March 13, 18S9.) 

Mrs. N. C. Knickerbocker, Prof, 
of History and Eng. Lit., North West- 
ern College, Naperville, III. : I am glad to 
be able truthfully to testify as to the merits 
of Sheldon's History. I have taught His- 
tory through the works of many authors, 
having taught for over thirty years, and 
can say that the book gives to the old 
teacher a new horizon. The book gives a 



delightful impetus to all the powers of 
mind. I decided at one time, because of 
the inequality of preparation to lay it 
aside, did so protestingly but for our 
course of the study. I was conscious of a 
great loss of mental growth. We resumed 
it, use it two terms in the year, and com- 
paratively the third year. Next year shall 
use it the entire year. The students are, 
perhaps with no exception, delighted with 
it. No. other history so charms, nor does 
any other yield such discipline. 
{March 11, 1889.) 

U. Merriam, Washburn Coll., To- 
peka, Kan.: For three years I have used 
Sheldon's Outline of the History of Greece 
and Rome in our Preparatory School, with 
satisfactory results. It is well calculated 
to stimulate both teacher and students to 
earnest work. {March 12, 1889.) 

Prof. Chas. Woodward Hutson, 

Mississippi Univ.: I think Sheldon's 
General History an admirable book both 
in design and execution. The year I used 
it, I was well satisfied with the results of 
class work. My only reason for not con- 
tinuing to use it as a text-book, is that I 
prefer changing my text-book from year to 
year. But I make great use of the meth- 
ods employed in that work, and I still find 
very useful to me, in arranging topics for 
original investigation by the class, the 
well-digested Teachers' Manual which you 
kindly sent me some years ago. 
{March 11, 18S9.) 



i6 



HISTORY. 



E. R. Long', Chair of History, Ar- 
kansas College, Batesville, Ark.: The 
questions given in some of the Exercises 
are regarded as very suggestive, and calcu- 
lated to bring out the reasoning power of 
the student in a subject which many seem 
to regard as more generally requiring the 
use of memory, to a greater degree, than 
any other part of the mental machinery. 
We like this feature very much. 
{March 15, 1889.) 

A. W. Mangum, Professor of His- 
tory, University of N. C: Having used 
Sheldon's General History with one class, 
I state with confidence that where all the 
requisites for reading and study, as to both 
reference books and time for using them, 
exist, the book will be found exceptionally 
useful, and will guide students to extra- 
ordinary attainments in history. 
{March 14, 1889.) 

Melville B. Anderson, when Prof. 
of Literature and History, Purdue 
Univ., Lafayette, hid.: I have been using 
the book with much profit and satisfaction 
all round, since last September. In a few 
weeks I shall start a mid-year class of 
forty-five. {Jan. 12, 1887.) 

C. E. Wilbur, Prof, of History, 
Adrian Coll., Adrian, Mich.: I am 
pleased with the success I have had with 
the book. I tried it as an experiment, but 
shall continue to use it. I consider its 
special value to be in the fact that it puts 
the student in contact with the sources of 
history. I consider it also as effective in 
mental drill as a course in mathematics or 
classics. 1 hope the book may have an ex- 
tensive use. {April 7, 1S87.) 

C. E. Wilbur, Prof, of History, 
Adrian Coll., Mich.: I am now using 
Sheldon's History for the second year with 
satisfaction. {March 27, 1888.) 



Miss M. A. Harris, Prof, of His- 
tory a?td Literature, Waynesburg Coll., 
Pa.: I have never had such satisfactory 
results in teaching history as I find this 
year with Sheldon for my text-book. 

Our college attendance is mainly made 
up of young men and women who are de- 
pendent on their own exertions for means 
of support through their college course. 
No more earnest or appreciative class of 
students could be imagined, nor one more 
thoroughly practical in its tests. They 
have shown exceptional interest in this 
new method of learning the lessons of his- 
tory, and the only adverse criticism comes 
from a lamb of the flock, who doubtfully 
says : " This is harder than the history we 
used last year. It makes one thifik so 
much." ' (^/rz7 6, 1887.) 

J. R. Herrick, Prof, of History, 
Univ., Vermillion, Dak.: The new meth- 
od of history has been tried with success 
in our university. I find that the facts 
themselves are well retained ; while, as a 
result of the method, valuable lessons are 
learned, and the student's independent 
historical judgment is developed. 
{April 7, 1887.) 

J. J. Shank, Teacher of History, 
Polytechnic Inst., New Market, Va. : I 
have been conducting a class in the book 
since Jan. 15, 1887. The plan of the work 
is novel, and good results may be expect- 
ed from its study. {April 6, 1887.) 

N. C. English, Asst. Prof, of His- 
tory, Trinity College, N. C. : I have been 
using Sheldon's Outlines of History in my 
classes during the past year, and tjje re- 
sults have been very satisfactory. 

As a /^AJif-book — essential outlines and 
historical dates necessary to the student 
of history — it has no superior, in my 
judgment. 



HISTORY. 



17 



The/arf^ ^xi^ philosophy of history can 
be presented so attractively, by the proper 
manipulation of this book in the hands of 
a teacher, as to inspire in the pupil a love 
for the study of dead nations and individ- 
uals through a living method. 
{March 14, 1889.) 

John F. Crowell, Prest. and Prof, 
of Political Economy, History atid hitcr- 
national Law, Trinity Coll., N. C: I 
beg to say that imtil we introduced Shel- 
don's General History into our classes, 
using it as an outline, supplemented by a 
great deal of parallel reading in the larger 
works of Gibbon, Curtius, Mommsen, 
Macaulay, and others, we had never been 
able to prepare our students adequately 
to take up the studies of the Constitu- 
tional History of England and United 
States, or the study of the political history 
of any people. With Sheldon's Outlines 
we have reached a degree of ability, on the 
part of our students, to discuss, reason 
and discriminate, that is decidedly gratify- 
ing to them and us alike. In comparison 
with previous classes, the result is aston- 
ishing. 

It is my opinion that there is no better 
book to use in training the preparatory 
student, to succeed in the historical studies 
of the College course, as well as to give 
him a vital appreciation of what history is, 
and what it teaches. It is eminently a 
history of human life, not of one or more 
phases of it. The secret of its interest 
lies there, since we are ourselves part of 
what we study — mtist study in this ad- 
mirable book. 

Of course, this presumes that the book 
be put in the hands of competent teach- 
ers. {March 21, 1SS9.) 

C. A. Leonard, Prof, of History, 
Central Univ., Rich7nond, Ky.: I am se- 
curing the very best results with the book 



— far better than my most sanguine hopes 
ever led me to expect. I examined the 
class to-day on the work gone over, and 
found them quite ready in their answers, 
and, above all, possessing a good, correct 
understanding of the subject-matter. I 
am glad such a book has been written. It 
is destined to revolutionize the study of 
general history and make pupils think for 
themselves. 

P. S. — I should have spoken of the 
searching character of the questions in 
each " study." They are simply wonder- 
ful. In the first place, they show a most 
profound knowledge of the subject on the 
part of the author, something that always 
gives a student confidence in a book ; 
and, secondly, they do not imply or sug- 
gest the answers, but require a thorough 
search, and make the students, if any- 
thing, original and philosophical his- 
torians. Nothing could be better. You 
may use my name in unqualified com- 
mendation of the book. (Jan. 15, 18S9.) 

W. H. Fisher, Teacher of History, 
Wheaton Coll., Wheaton III. : We are 
using it the second year, with success. It 
can, however, hardly be said to receive a 
fair test here, for the course allows only 
thirteen weeks for general history, and it 
is difficult to go through so much mate- 
rial in that time. (March 28, 1889.) 

Abbie B. Cushman, Teacher of His- 
tory, Whitma7i Coll., Walla Walla, 
Wash. Ter.: I cannot express to you my 
appreciation of the book. My ancient his- 
tory class has never before done such sat- 
isfactory work. (Feb. 4, 1888.) 

Helen E. Martin, Teacher of His- 
tory, Tabor Coll, la.: I am sure I have 
never had better work from a class in gen- 
eral history. They have gained a practical 
knowledge of books which they would get 
in no other way. (April i, 1889.) 



i8 



HISTORY. 



Melville B. Anderson, Frof. State 
Univ. of Iowa, Iowa City, Iowa. : In re- 
ply to your request for a statement of my 
experience with Sheldon's General His- 
tory, I may say that I used it only for the 
one year at Purdue University. Had I 
continued to teach history I should doubt- 
less have clung to Sheldon, for my experi- 
ence with it in the class-room served but 
to deepen the favorable opinion with which 
I began its use. I make this an observa- 
tion; Sheldon calls for more intelligence 
on the part of the teacher than the ordin- 
ary text-book. If, from the standpoint of 
the public school, this be a drawback, it is, 
I think, more than offset by the circum- 
stance that Sheldon gives the intelligent 
teacher a method and an incentive to re- 
search which the ordinary text-books do 
not give. 

You may make any use of this note that 
may in any way promote the adoption of 
this admirable work. {April 6, 1889.) 

C. E. Wilbur, Prof, of History, 
Adrian Coll., Adrian, Mich.: It gives 
me pleasure to speak words of commenda- 
tion for Sheldon's General History. I 
have used the work three years, and it 
gives entire satisfaction. The work is 
written from a fullness of knowledge, and 
involves a philosophy of history as well as 
the leading facts. It also gives fine men- 
tal drill. Students cannot study it with- 
out thinking for themselves. Eor this it 
is better than a course of mathematics. I 
wish the book abundant success. 
{April 16, 1889.) 

M. A. Harris, Teacher of History, 
Waynesburg Coll., Pa.: lean most cor- 
dially commend Sheldon's History, having 
used it for three years with the most grat- 
ifying results. Surely nothing further 
could be asked of a text-book than that 
students, from its study, should grow to a 



personal interest in its subject. 

I learn from my pupils of the past two 
years, that they are now buying and read- 
ing with enthusiasm such books as the 
works of Gibbon, Macaulay, Hallam and 
Draper. {April 13, 1889.) 

H. H. Swain, Prof, of History, 
Yankton Coll., Yankton, Dak.: I have 
been using Sheldon's Studies in General 
History with preparatory classes during 
the current year, and already find results 
so much more satisfactory than ever be- 
fore, that I regret that previous classes 
have not the opportunity to review the 
course with this text-book in hand. The 
kind of work required in the use of this 
book is the only kind which deserves the 
name of historical study. Hitherto, how- 
ever, the materials for such study have 
been largely inaccessible. The time which 
a teacher, even with an immense library at 
hand, must spend in directing half a dozen 
pupils to such materials and references as 
they can consult in the preparation of the 
daily lesson, is sufficient for doing far more 
profitable work with thirty scholars in the 
study of general history with Sheldon's 
Studies. {March 19, 1889.) 

Eloise Wickard, Prof, of English, 
Colorado Coll.: I am pleased to confirm 
my admiration for this book. I have used 
it with much success. {April 11, 1889.) 

Ellen Martin, Mistress of History, 
Miss. Industrial histitute and College, 
Columbia, Miss. : Your letter is received 
asking my opinion of Sheldon's General 
History. I think it is one of the freshest, 
most original, suggestive, and interesting 
ones I have ever used. I like its being so 
largely made up of excerpts from contem- 
poraneous writers ; the translations are apt 
and sparkling. A s is said of paintings, there 
is life and motion throughout. It is free 
from the dead platitudes of older histories 



HISTORY. 



19 



and is extremely stimulating to original 
research, — the truest method of knowing 
and improving. (^/r?7 17, 1889.) 

Helen M. Scoville, Teacher of His- 
tory, Mills Sem. and Coll., Cal.: I am 
very happy to say that my experience in 
using the Sheldon's History has been such 
that I can commend it most cordially. I 
should not know how to get on without it 
now. 

It supplies a long felt need and renders 
practicable much that has existed in 
theory only, hitherto, in limited courses of 
study. {March 31, 1889.) 

Geo. L. Burr, Asst.Prof. of History, 
Cornell Univ., Ithaca, N. Y.: I take 
pleasure in answering your questions as to 
whether Sheldon's General History gives 
a sufficient preparation for admission to 
the University. To my own classes I 
would welcome more gladly a student who 
had mastered the method of this work 
than one who knew by heart a half dozen 
narrative text-books. So highly do I think 
of it, indeed, that, despite its elementary 
character, I have seriously thought of in- 
troducing it into my college classes. 

It may be that questions are asked upon 
our examination papers which a student 
trained in this book alone could not an- 
swer. But the intelligence shown in the 
remainder of his paper would, I am con- 
vinced, far more than outweigh any such 
omissions ; and, could we know that our 
candidates for admission had undergone 
such a drill as this book gives, we would 
but too gladly suit our questions to the 
riper scholarships that it begets. 
{Ajiril 29, 1889.) 

Prof. H. S. White, Cornell Univ., 
Ithaca, N. Y.: I have been much inter- 
ested in examining Mrs. Barnes's Stud- 
ies in General History, and only wish 



that tSie portion devoted to modern history 
might be largely expanded into a volume 
by itself. The method is so satisfactory a 
one, in presenting the materials for study 
that one naturally desires as great detail 
as possible. I shall be glad to recommend 
the work to the class in modern history 
next term as one of the valuable books of 
reference in connection with their work in 
that field. President Adams has already 
cordially referred his class in medieval his- 
tory to it. 

Austin Scott, Prof, of History Rut- 
gers Coll., New Brunswick, N. J. : I 
think it one of the best exponents of the 
newer methods in history, and I know no 
better text-book for use in higher schools 
and academies. (Afril 20, iSSg.) 

Arthur Yager, Prof, of History, 
Georgetown Coll., Ky.: I have used the 
book in two large history classes for some 
three years. I like it very much thus far. 
{April 25, 1889.) 

T. M. MacNair, Meiji Gakuin, To- 
kio, Japan: I am greatly pleased with 
Mrs. Sheldon Barnes's History, using it 
with one class experimentally, quickly de- 
termining a larger use as my order indi- 
cates. At my instance it is used also in 
one of the female mission schools of To- 
kio, and, as I believe I wrote you, will 
probably earn its way into another — Miss 
West's {Oct. 7, 1887.) 

T. M. MacNair, MeiJi Gaukin, To- 
kio, Japan: Sheldon's Universal History 
continues to prove in my experience a 
most suitable text-book for class work 
here. It is a very good test, I think, of its 
excellence that it rouses a truly "semin- 
ary " interest in historical study in spite of 
the foreign language difficulties that attend 
it, and the fact that most of the students 
using it are still young. {May 18, 1888.) 



HISTORY. 



DOES IT SATISFY NORMAL. SCHOOLS? 



Prances W. Le-wis, Teacher of 
History^ State Normal School^ Provi- 
dence, R. I. : It gives me pleasure to do 
anything in my power to extend the use of 
Sheldon's History. I have used it now 
for several years and think it the best 
book on the subject that I have seen. It 
makes the study of history what it should 
be, a mental and moral development. It 
stimulates thought, and gives breadth of 
view, and by its suggested comparisons of 
governments, enables pupils to form for 
themselves sound opinions on questions 
of government. 

I most heartily recommend to all who 
wish pupils to think rather than to mem- 
orize in the study of history. 
{March ii, 1889.) 

Caroline L. G. Scales, Teacher of 

History, Normal School, Oswego, N. Y. : 
I have used Miss Sheldon's History with 
three successive classes. To use any other 
text-book now would seem to me as 
drearily impossible as to banish leaves, 
flowers, buds, and germinating seeds from 
my schoolroom, and set my pupils to 
memorizing the pages of a botanical text- 
book. For there is exactly the same dif- 
ference between the methods of this his- 
tory and that of any other as yet prepared 
for school use, that there is between the 
methods of natural science popularized by 
Agassiz and the old-time memorizing of 
printed facts about natural objects. In the 
one case, we study the realities and 
sharpen our wits by reasoning about 
them ; in the other, we cram our memories 
with the facts other people's wits have fur- 
nished us. It seems to me this new de- 
parture in historical text-books is destined 
to revolutionize the method of teaching 
history in our schools as thoroughly as the 



new methods in science are revolutioniz- 
ing that department. If it does not do so 
at once, it will be because people in gen- 
eral do not yet see that there are historical 
realities, — laws, constitutions, creeds, etc., 
which may be — which must be — studied 
in the same way that a boy or a morning- 
glory is. I have but one fault to find with 
this book, — it is too interesting. So much 
thought is awakened in the pupils, so 
many lively discussions, so many search- 
ing questions are asked by them, that the 
time for the recitation always seems pain- 
fully insufficient. {A^ril n, 1887.) 

Theo. B. NOSS, Prin. of State Nor- 
mal School, California, Pa.: The Meth- 
od of Sheldon's General History is based 
on correct educational principles. The 
student instead of merely conning events, 
becomes an independent observer of the 
character and genius of ancient and mod- 
ern social and political life. We are using 
the book and like it thoroughly. 
{March 11, 18S9.) 

Jane E. Leonard, Teacher of His- 
tory, State Normal School, Indiana, Pa.: 
I have used it in my class since the first 
pages came from the press, and I never 
used a book in my life which so fully met 
my idea of what a text-book should be, — 
a book which does not do the thinking for 
the pupil, but which furnishes him with 
material by which he can form judgments, 
make comparisons, and reach conclusions 
for himself. 

History taught in the manner indicated 
by this book becomes indeed an educative 
force. {Feb. 2, 1886.) 

Grace Darling, Teacher of History, 
State Normal School, Oshkosh, Wis.: In 
reply I am glad to state that Sheldon's 



HISTORY. 



General History is eminently adapted to 
our work in Normal Schools. It places 
the student in the position of an investi- 
gator, arouses independent thought and 
causes him to conceive of historical in- 
vestigation as a field in which there is a 
far higher ideal to attain than that of mere 
memorizing of another's thought. The 
excellent selection of questions has 
aroused the ambition of the pupil to be a 
critic and investigator of the knowledge of 
his classmates. {March ii, 1889.) 

Tom F. McBeath, Prm. of Cooper 

Normal School, Daleville, Miss. : Your 
favor of recent date, inquiring as to the 



working of Sheldon's General History in 
the classroom, received. In answer per- 
mit me to say that in all my teaching of 
history, I have never seen anything to 
compare to it, in the way of a text-book, 
for arousing a genuine interest in the 
study, developing power of independent 
thought, and cultivating a taste for the 
higher order of literature. We have a fine 
reference library of some thousand vol- 
umes. Nov/ imagine a buckwheat field in 
full bloom in the vicinity of an apiary, 
and you will have some idea of the ap- 
pearance of our library when the hour for 
preparing history lesson comes. 
(March 13, 1889.) 



HIGH SCHOOLS USE IT SUCCESSFULLY. 



H. D. Foster, Worcester Acad., 
Worcester, Mass. : I am now using Shel- 
don's General History for the fourth year, 
and have found it very valuable and help- 
ful, and almost indispensable in my work 
with a class in the second year of the 
English Course, using it in connection 
with Swinton's History. First, let me 
state some of the good qualities of the 
book. It is made on the right idea, that 
of stimulating pupils to think, and to 
assimilate and apply historical facts. 
This I have found it successful in doing. 
Its selections from original sources create 
an actual interest in the real 'thought and 
lives of men of history, and give the pupil 
a vivid and truthful conception of the real 
life of the past. For example : the selec- 
tion on pages 105 and 107 for the high 
ideas controlling and inspiring Athens. 
Pages 107 and no, the spirit of Socrates. 
Pages 180-182, the spirit of corruption 
animating the Roman provincial system 
in the time of Cicero. Page 245, the spirit 
of early hermits. Pages 269 and 270, the 
life in the monasteries. Pupils find the 



"Studies" sometimes quite difficult, but 
they are stimulated by them to think 
about things before coming into recitation. 

I find the Teacher's Manual very sug- 
gestive in its summaries. On page 64 of 
the Teacher's Manual I have found the 
summary of the contrast between the 
Roman Empire and the Christian Church 
noticeably helpful in bringing into sharply 
defined pictures the characteristics of these 
two organizations. If I were to criticise 
the book, I should say that the teacher 
would find it necessary to supplement it 
with a continuous narrative, or with some 
additional matter, with a class which had 
not had a course previously in general 
history. To handle the book successfully 
and leave the student, with well defined, 
correct and firmly fixed ideas, calls for 
more than usual care and wisdom and will 
on the part of the teacher. 

During the last part of last year I asked 
my class to leave on my desk, at a time 
when I was not present, unsigned state- 
ments of what they felt they had learned 
in the study of general history for the 



HISTORY. 



year, with their idea of the method used 
in the class, so far as they had thought in 
regard to any methods being used. Every 
member handed in a paper, many of them 
in an attempt at a disguised hand. I 
asked for honest, frank statements of 
what they had learned and of what they 
had failed to learn. I think the state- 
ments were honest and frank, and as they 
may prove of interest in giving the stu- 
dent's idea of the book, I send them to 
you as " original sources of information " 
as to a student's appreciation of Sheldon. 
(These papers will be found further on 
in this circular under the heading " What 
the pupils think of this method.") 

A. W. Bacheler, Prin. of High 
School, Gloucester, Mass.: The General 
History by Miss Sheldon, has been in use 
in this school for two years. It is a most 
wretched book — for the lazy teacher. It 
is a most inspiring book for that other fel- 
low who believes that teaching means some- 
thing more than drawing the week's salary. 
The history has helped revolutionize our 
whole system of history teaching, and I 
owe the author a debt which I would fain 
pay if I could. {April 13, 1889.) 

Mabel R. Wing, Assistant in High 
School, Wellesley Hills, Mass.: I find 
that the method used in this book is prac- 
tical and successful in arousing an interest 
in the usually dead facts of history. We 
are enjoying the book I bought for my 
own use, and have found it advisable to 
buy copies of it for the class. 
{Jan. 17, 1888.) 

Mabel R. 'Wing, Teacher of His- 
tory in High School, Wellesley Hills, 
Mass.: After a year's trial of Sheldon's 
General History, I can heartily recom- 
mend it as the best text-book of the kind. 
I find it is teaching my boys and girls to 
think, and to express their thoughts 



clearly. With it I use Swinton for con- 
nected narrative, and find this a satisfac- 
tory combination. Indeed, the introduc- 
tion of Sheldon was the means of saving 
a history class which had nearly lost all 
interest in the study. 

I feel sure it has only to be tried in 
order to be approved. (March 11, 1889.) 

Harold C. Childs, Prin. of Need- 
hatti High School, Needham, Mass. : 
Our school has used Sheldon's Studies 
for two years and we think it is the best 
book for history study in a high school. 
The pupil must study and think, and not 
memorize simply, if he uses this book. He 
is aroused to consult other books, and draw 
conclusions as well as watch history as it is 
forming around him. {March 16, 1889.) 

N. Louis Sheldon, Prin. of High 

School, Norwood, Mass. : Sheldon's Gen- 
eral History is on the right plan, and 
needs only to be introduced to make 
historical study interesting, popular, and 
profitable. Our pupils like history, which 
is something they have never admitted 
before. 

We have now used the book about a year 
and are more pleased with it every day. 
{March 15, 1889.) 

Alice E. Dickinson, Teacher of His- 

tory, Hopkins Academy, Hadley, Mass. : 
Having used Sheldon's General History 
in two schools — Hinsdale High School 
and Hopkins Academy — I can say with- 
out reserve that I have never found any 
other text-book upon any subject so sat- 
isfactory. Its " working qualities in the 
class room " are everything that can be 
desired. {March it, 1889.) 

Miss Porter, " The Elms," Spring- 
field, Mass.: I cannot too cordially ex- 
press my satisfaction with Sheldon's Gen- 
eral History. It has now been in constant 



HISTORY. 



23 



use in my school for nearly three years, 
and no text-book that I have ever em- 
ployed has proved so suggestive and stim- 
ulating to both teacher and pupil. Its 
method of furnishing to the student only 
the collected materials with which the 
historian has to work, and teaching him 
to draw from them his own conclusions, 
gives a zest and interest to his study, akin 
to that of the original investigator. My 
pupils have repeatedly told me that the 
habits of critical thought and research 
suggested by the questions, have helped 
them in all their other school work. 

You may, perhaps, be interested to 
learn, if the fact has escaped your notice, 
that Sheldon's History is one of the books 
suggested in the Vassar catalogue for 
preparation for entrance to that college. 
{March 15, 1S89.) 

George H. Rockwood, Prin. of 

Marlboro High School., Marlboro., Mass. : 
It seems to me especially adapted to 
awaken thought and interest upon the part 
of both pupil and teacher, and to open the 
way for real teaching of the science of 
history. {March 28, 1S89.) 

Isabelle H. Fitz, Teacher of His- 
tory, High School, Groton, Mass: We 
have been using Sheldon's Outlines of 
General History for three years and I have 
found no occasion to alter my first favor- 
able opinion of it. I have a class at the 
present time who, without exception, are 
interested in its study. In connection with 
it, I use all the reference books at my com- 
mand and each student keeps a note-book. 

I should not anticipate my work so 
much, were another text-book employed. 
{Afril 12, 1S89.) 

Chas. Henry Douglas, Teacher of 
History, Keene High School, N. //. ; 
Sheldon's General History stands the test 



of the class-room. It teaches history not 
as a system of chronology, but as a vivid 
presentation of life, political and social. 
The book in the hands of a mere " hearer 
of recitations " would be a failure, but for 
the use of real teachers it is without a 
peer. It develops the historic perception 
and the deductive reason. It gives greater 
prominence to the investigation of cause 
and effect and of ruling principles than to 
the memorizing of isolated facts. The 
book is an inspiration to the teacher and a 
revelation to the class. {March 8, 1889.) 

J. M. WlUard, Teacher of History, 
Derry Academy, N. H.. I am very much 
pleased with your Sheldon's History, be- 
cause it makes possible in the Academy 
a course in general history on the sem- 
inal y plan, to which method I am entirely 
committed. The selections are good and 
the questions an inspiration. 
{March 9, 1SS9.) 

C. C. Rounds, Priii. of State Nor- 
mal School, Ply7nouth, N. H.: Sheldon's 
General History has been used by us one 
year. I consider it a very valuable book for 
classes which have had opportunities for 
wide reading in history before coming to 
the study, or which can give time enough 
to the study to carry on a course of read- 
ing with the use of this book. 
{March 27, 1889.) 

E. A. Burnett, Prin. of High School 
a7id Acad., Chester, Vt.: I take great 
pleasure in giving my hearty commenda- 
tion to the general history edited by 
Mary D. Sheldon, which we introduced 
last year. It aroused a lively interest on 
the part of the students in history not 
easily attained but highly appreciated by 
the teacher who has often sought in vain 
satisfactorily to accomplish it. 
{March 19, 1889.) 



24 



HISTORY. 



John P. Kent, Prin. of Concord 
High School, N. H. : I am very glad to 
testify to the great success with which 
Sheldon's General History has been used 
for the past two years in our school. I 
am very fortunate in having an able 
teacher to use the book. In the hands of 
such a teacher it seems to me that the 
most profitable kind of work in history 
can be accomplished. (March ii, 1889.) 

Selati Howell, Prin. of Bromjield 
School, Harvard, Mass.: Miss Sheldon's 
General History is thoroughly sound in 
method ; and wherever used by skilful 
teachers will help very materially to 
prove that history is one of the most in- 
teresting and practical subjects that the 
pupils of our public schools can pursue. 

The above opinion of its merits is 
confirmed by careful tests with classes. 
{April \^, 1889.) 

E. J. Colcord, SaxtoTi's River, Ft.: 
Your note received, and I hasten to reply. 
Miss Sheldon's book is a work of great 
value. I know of none that can compare 
with it in its special field as a general his- 
tory. I speak after several years' acquaint- 
ance. It is full of information, and just 
the sort the teacher wishes to have at hand 
to make clear or emphasize a given point. 

We do not now in our school make use 
of any single general history. Some 
years ago we decided to extend the time 
of our study of history that we might at- 
tend more closely to epochs or periods. 

Our historic work, then, is modeled 
somewhat after the practice of our colleges. 
We have courses in history instead of 
treating of the world's history as a contin- 
uous whole. We make use of several text- 
books in this method of study as well as 
of all the books of reference our library 
affords. But of all our useful books as 
text-books, I regard Sheldon's History 
among the very best. I can justly say 



more than this. It is a treasury of inval- 
uable facts to put before the class. 

Not the least of the many virtues is the 
admirably simple way in which the most 
dry and abstract details are set forth. 

It is a book that deserves to win. 
{March 29, 1889.) 

P. W. Tilton, Head Master, Rogers 
High School, Newport: My absence from 
home prevented an earlier reply to your 
letter. Sheldon's General History has 
been used in the Rogers High School sev 
eral years and we have found it an ex- 
tremely valuable book. {March 18, 1S89.) 

Isaac B. Burg-ess, recently Teacher 
of History, Rogers High School, Newport, 
R. I.: The following are the prominent 
characteristics of the method which I am 
using : — 

1. Almost exclusive attention to facts 
which are essential to a comprehension of 
Greek and Roman life and its develop- 
ment. 

2. The study, so far as possible, of 
primitive, first-hand facts, such as maps, 
pictures of Greek and Roman works, 
speeches and writings of Greeks and Ro- 
mans. 

3. The use of questions about these 
facts which require not the simple repeti- 
tion of the fact but the gathering and com- 
parison of different facts and the drawing 
of inferences from them by the pupil him- 
self. 

In applying this method I use Miss 
Sheldon's Greek and Roman History. 
This text-book marks as distinct a revolu- 
tion in the method of presenting history 
to the learner as " Warren Colbum's First 
Lessons " did in the case of arithmetic, 
and in much the same direction. 

(His detailed plan of using Sheldon has 
been published separately, and is sent by 
us gratis to any one asking for it. Pub's.) 



HISTORY. 



25 



Harriet R. Chace, Mrs. Ficlden 
and Miss Chace' s School for Young La- 
dies, Providence, R. I. : We consider the 
book invaluable. 

George H. Tracy, Prin. of High 
School, Bristol, Conn. : We have used 
Sheldon's General History in the Bristol 
High School for a year with the most sat- 
isfactory results. From the work done by 
the class, and from the enthusiasm 
awakened in the class, I have no hesita- 
tion in saying it is the best General His- 
tory I have seen used in the schoolroom. 
(March 9. 1SS9.) 

Ira P. Clark, Prin. of High School, 
Corning, N. Y.: I consider Sheldon's 
General History one of the best, if not the 
best, of the working school histories. It is 
formed on the "Seminary Method" in 
teaching history, and is most admirably 
adapted to carry it out. A better work- 
ing history for the class-room could not be 
written. (March 16, 1S89.) 

K. T. Holbrook, Prin. of Girls' 
School, Yonkers, N. Y. : I am glad to say 
that I consider it a very valuable book for 
rather mature pupils and quite invaluable 
to teachers. We have found it an excel- 
lent working book for our older students. 
(March 18, 1S89.) 

Hannah J. Bro^wn, Teacher of His- 
tory, The Misses Masters' School, Dobbs 
Ferry, N. Y. : My appreciation of the 
value of it grows with its use. We are 
waiting impatiently for the appearance of 
Mrs. Barnes' United States History. 
(March 28, 1889.) 

M. A. Brigham, until recently, Vice- 
Prin. of Brooklyn Heights Seminary ; 
now Prin. of Mt. Holyoke Seminary and 
College: The history written by Mrs 
Sheldon Barnes is a most valuable work 
for students who have pursued a prepara- 



tory course, and are ready for a broad and 
scientific method of study. It is impor- 
tant that the pupil should have access to 
a well selected library, and that much time 
should be given to reading. 

Carried out under favorable conditions, • 
I know of no other method so suggestive 
and stimulating to the mind of the stu- 
dent. 

Miss Eleanor J. MacMe, Private 
School, Newburgh, N. Y.: Myself and 
class are enjoying the history more and 
more each day, and feel like giving Miss 
Sheldon a vote of thanks. 

J. R. Lieslie, Classical School, Pough- 
keepsie, N. Y.: I especially enjoy the His- 
tory, with which I attain results beyond 
my expectations, and I expected a great 
deal. 

Philomine P. Myer, Miss Gor- 
don's School, Philadelphia, Pa.: It is 
excellent in every particular, and cannot 
fail to be of great help to the careful stu- 
dent. It has been adopted in the advanced 
classes, and is already a favorite text-book, 
which is perhaps the highest recommenda- 
tion we can give it. 

James H. Lansley, Prin. of Busi- 
ness Coll. ajid Jefferson Park Academy, 
Elizabeth, N. J. : We have used Sheldon's 
History with most satisfactory results, 
having been able to sustain that desirable 
class interest, engendered only by intelli- 
gent discussion. It is a book that has 
found a permanent place in our class- 
room. The more we use it the more we 
like it. (4/rz7i3, 1S87.) 

Miss Clara Conway, Prin. of 
Clara Conway hist., Memphis, Tenn.: 
We like the book better every day and 
shall use it so long as I have a school. 
(May 22, 1887.) 



26 



HISTORY. 



E. P. Warner, Supt. of Schools, 
Bellevue, 0. : It gives me pleasure to say 
that with the pupils of any mental grasp 
whatever, it is preeminently the text. 

In all cases where it is preceded by some 
► elementary work of its kind, I know of 
nothing equal to it as a means of stimulat- 
ing mental activity, encouraging original 
research, cultivating independent thought. 

Our advanced class in General History 
is doing better work than has ever been 
done in the history of the Bellevue schools. 
With quite young pupils, or with those 
not so keen mentally, the results are not so 
satisfactory. {March 9, 18S9.) 

Ida Haslup, Prin. of High School, 
Sidney, 0. : I am very well pleased with 
it. It requires more original work on the 
part of the pupil than any other book of 
the same sort. 

The book demands more work on the 
part of the teacher, but since work by the 
teacher generally induces and brings forth 
work from the pupil, I do not know that 
this fact is an objection; it is rather a 
merit. (March 14, 1889.) 

Jotin S. Ir'Wln, Stiff, of Schools, 
Fort Wayne, Ind. : We have used Shel- 
don's General History in our schools ever 
since its publication, having it now in two 
classes of our High School. From the 
beginning of its use it has continued to 
grow in favor with both teachers and pu- 
pils. I know of no work which in the 
hands of a judicious, well-trained, and well- 
read teacher is comparable to it as a text- 
book in this subject. It involves a very 
broad and comprehensive knowledge and 
use of our library, but this I regard as one 
of its best features. The method makes 
students of history, not students of some 
author's ideas of history. I think you may 
reckon on Fort Wayne as a constant field 
for the use of Sheldon. I have done my- 



self the pleasure to recommend it in sev- 
eral schools. {Afril 16, 1886.) 

Carrie B. Sharp, Prin. of West- 
minster Semitiary for Young Ladies, 
Fort Way?te, Ind.: The pupils who are 
old enough to reason and who have been 
taught how to think and to study, it can- 
not be excelled, but it requires a great deal 
of time and hard study, and a teacher who 
is enthusiastic in the work and has an ex- 
tended knowledge of history or a great 
deal of time to put into the work. For 
such a class it would be an invaluable text- 
book, teaching not only the history that is, 
but that which is being made day by day, 
and enabling one to foretell that which is 
to come. {April 13, 1889.) 

S. Louise Mitchell, Teacher of 
History in Union Acad., Alma, hid.: It 
gives me very great pleasure to say some- 
thing of Sheldon's History. I think 
enough cannot be said in its favor. I have 
used it for two years, and find that it 
charms the student. The most admirably 
arranged system of questioning leads the 
pupil to do more independent thinking 
than any text-book I know of. One of 
my young ladies said that when she began 
to unravel the questions, it had a fascina. 
tion about it similar to taking up a Chinese 
puzzle. I think I could wish no better 
fortune for our school than to wish that 
we might have a complete set of histories 
exactly on the Sheldon History plan. 
{March 11, 1889.). 

R. W. Putnam, Suft. of Schools, 
Yfsilanti,Mich.: I feel it is but justice to 
the author and you to say a word about 
our success with Sheldon's History. We 
have this year a class of forty-three, in two 
divisions. On entering the building yes. 
terday, at S.30 A. m., Miss Gray, the teach- 
er of history, found about twenty-five pu- 
pils waiting for her, anxious to study their 



HISTORY. 



27 



lesson. At noon the same thing occurred, 
and at night about the same number 
stayed after the close of school. 

While I am willing to admit that Miss 
Gray is entitled to some of the credit, yet 
she claims that she was unable to obtain 
such enthusiasm with any other book. 

Fanny E. Gray, Teacher of History, 
High School, Ypsilanti, Mich.: After a 
year's trial of Sheldon's History in the 
class-room, I feel prepared to say that it 
has done even more than I hoped it would. 
It seemed at first, perhaps, a little difficult 
for the students to take up what was to 
them an entirely new method of study ; 
but they soon learned not only to profit by 
it, but to like it ; and I can try it with my 
new class next year, feeling confident that 
it gives the real method of historical study. 
{March 10, 1889.) 

C. B. Thomas, Siipt. of Schools, E. 
Saginaw, Mich.: In our department of 
history several text-books are used by the 
teachers and classes, in order that special 
topics may be studied from more than one 
standpoint. Among these books is Shel- 
don's General History. In this way we 
are able to compare it, as to merit for class 
purposes, with several others, and the tes- 
timony of both teachers and pupils gives 
high rank to Sheldon. The most studious 
and thoughtful pupils turn to it as a guide 
in study and topical investigation in pref- 
erence to other books, and the teachers 
feel that its use inculcates the studious 
habit and right methods of research. 

We value the book very highly. 
{March 10, 18S9.) 

M. Louise Jones, recently Suft. of 
Schools, Charlotte, Mich.: It gives me 
pleasure to give Sheldon's General His- 
tory a most cordial commendation. I 
know of no text-book on the subject its 



equal for a High School with "library 
facilities." It seems to create a spirit of 
historical research and a zeal for knowl- 
edge. {March 19, 1889.) 

N. H. Walbridge, Suft. of Schools, 
Evart, Mich.: It has found increased 
favor with my High School Principal and 
myself since we first began asking it for 
reference. It is full, but not verbose, has 
a natural sequence of events, gives causes 
and results with the best tabulation of 
names and dates of any similar work I 
know. We shall make it more than a book 
of reference, as soon as the limit of adop- 
tion will allow. {Afril iS, 1889.) 

J. E. Abbott, Florence, Mich.: 
While Principal of the Florence Free 
High School, I used Sheldon's General 
History with marked success, and consid- 
ered it at that time the best work on gen- 
eral history I had ever used : (i) because 
it compelled the student to think ; (2) 
because the arrangement of the subject 
was such that the outline of those nations 
who have played the most important parts 
in civilization and progress were made 
preeminent ; (3) because the method was 
philosophical and logical, and for the first 
time, to my knowledge, made history an 
engine of thought and intellectual disci- 
pline rather than a mere matter of mem- 
ory. I have not yet had reason to change 
my opinion in this particular. 
{March 30, 1889.) 

Stuart MacKibbin, Supt. of Pent- 
water, Mich., Union Schools : The Gen- 
eral History is an admirable work. We 
have, in our village library, many good his- 
tories ; these I add to by works from my 
own and other private libraries, so that 
Sheldon's General History in the hands of 
the scholars is a book of methods rather 
than a book of history, and the scholars are 



28 



HISTORY. 



learning to study history. When we be- 
gan, I supposed the book would be our 
only reliance, but the standard works in 
the public library, added to by loans by the 
generous owners of private libraries, ena- 
ble us to have in our High School a good 
reference library. The scholars keep note- 
books and are taking great interest. His- 
tory is studied in the first High School 
class — average age about fourteen and one- 
half years. Fears were entertained on the 
part of the Board that the method would 
be too difficult, but I was allowed to try the 
experiment, and it is working well and is 
exciting great interest locally. Though our 
time in which to study history is limited, 
yet we will practically take unlimited time, 
for, while parts of the book will undoubt- 
edly be omitted, the scholars will know 
how to study history and will study these 
omitted portions themselves. 
(^March 10, i88S.) 

Stuart MacklTabin, Suft. of Public 
Schools, Pent-water, Mich.: Sheldon's 
General History is on its, second year. 
Adopted with fear and trembling, it has 
proved a grand success. We devote a year 
to the subject, ninth grade or first High 
School grade. Having no school library, 
I place my individual library at the dis- 
posal of the H. S. on condition that others 
in the town do the same. Only such books 
as are needed are brought to the school- 
house. By this means, the schools use 
about one hundred and fifty volumes dur- 
ing the year. I give them particular ref- 
erences which they look up, and keep note 
books of results. They are also required to 
write three essays per year, one on a topic 
in connection with Greek and Ancient his- 
tory, one in Roman history, and one biog- 
raphy ; besides monthly subjects are given 
for oral report. 

The result has been most satisfactory. 
History is the favorite study ; the scholars 



are becoming independent students of his- 
tory. The method has also developed a 
desire for reading, and has aided very 
much in the study of English literature. 

I make hektograph copies of the out- 
lines given in the manual, which the schol- 
ars follow in review. (March 9, 1889.) 

I. N. Mitcliell, Sup. of Schools, 
Fond du Lac, Wis.: I received a copy of 
Sheldon's General History when it first 
came out, and wrote you then that I was 
much pleased with the book. It struck 
me as being a first class work book. I 
wrote you from Grand Rapids, Michigan. 
On coming here, I found no general history 
in the course, and introduced the subject 
and Sheldon's History. The teacher who 
has the history was at first adverse to the 
book and its method, but she has found on 
trial that it is a first class work book, and 
she is now enthusiastic in its praise. Her 
experience and my observation of her 
work confirm my first estimate of the 
book. {March 13, 1889.) 

Elsie M. Dwyer, Teacher of Latin 
and History, Pond du Lac, Wis.: Some- 
what more than a year ago you sent to me 
a copy of Miss Sheldon's Studies in His- 
tory. A year ago I introduced the book 
into the Fond du Lac High School. We 
worked with it for the year and I am now 
glad to say that 1 no longer look upon the 
book in the light of an experiment. I am 
more than pleased with the book. I con- 
sider it by far the best text-book in gener- 
al history before the public. The method 
is unique but it is excellent. It compels 
the pupil to think for himself. I begin my 
work this year with increased pleasure in 
the book, and my class are enthusiastic 
history students. {Oct. 10, 1888.) 

Elsie M. Dwyer, Asst. iti Fond du 
Lac High School, Wis.: Sheldon's Gen- 



HISTORY. 



29 



eral History was introduced into my class- 
room in September, 1887, and I have used 
it since with constantly increasing satis- 
faction. It is the best text-book of gener- 
al history which has ever come into my 
hands. Its method of arrangement is such 
that it calls for wide reading outside the 
text-book, and studious thought as well. 
It demands hard work but does away with 
the drudgery of the ordinary text-book. I 
can, from my experience, commend it 
heartily. {March 13, i88g.) 

S. Li. Maxson, Prin. Albioti Acad, 
and Noi'mal hist., Albion, Wis.: I take 
great pleasure in saying that Sheldon's 
General History has been in use in my 
classes ever since its issue, and I find it 
much superior to any other. It is partic- 
ularly unique in giving stimulus to inde- 
pendent personal study, and bringing the 
facts of history, however remote either in 
time or place, into a present living reality. 
{Aj'ril I, 1889.) 

W. M. West, StiJ>t. of Schools, Far- 
ibault, Minn.: I have been using Shel- 
don's General History since last Septem- 
ber with a class of twenty students, and 
am very much pleased with it. I am sure 
that it is the best text-book published 
upon the subject. {March 12, 1889.) 

M. M. West, Stipt. of Schools, Fari- 
bault, Minn.: Sheldon's General History 
works -well in every class. It is an ideal 
book in plan and every year's experience 
with it satisfies me that it is equally good 
in the execution of the plan. 
{April 1, 18S9.) 

Libbie M. Crandall, Teacher of 
General History, High School, St. Cloud, 
Mifiu. : Last summer, after a careful ex- 
amination of the various text-books on 
general history, I decided on the adoption 



of Sheldon's. I have since been using it 
with ever increasing pleasure. It stimu- 
lates thought, awakens interest, and devel- 
ops the reasoning powers. My class, after 
completing the history of Greece and 
Rome, passed with ease the examination 
on that subject given by the Minnesota 
State High School Board. 
{March 16, 18S9.) 

J. Morrissey, Frin. of High School, 
Sidney, la. : I wish to say that we have 
used Sheldon's General History for two 
years with gratifying results. It has stood 
the test of class use well. To pupils ac- 
customed to much memorizing and little 
exercise of judgment it is somewhat dif- 
ficult, but not more so than kindred 
branches rig'itly taught. 
{March 11, 1889.) 

C. S. Pennell, Prin. of Mary Insti- 
tute, St. Louis, Mo.: I enclose a letter 
from Miss Annie Wall, senior teacher of 
history in Mary Institute. She has now 
used Miss Sheldon's book a year, and the 
note expresses her judgment of it. I cor- 
dially coincide in all the commendation 
Miss Wall bestows upon it. Its methods 
will make the school study of history a 
higher order of work. 

The following is Miss Wall's letter 
above referred to : — 

Annie Wall, Teacher of History, 
Mary Institute, St. Louis, Mo. : I desire 
to express to you the satisfaction which I 
have had in the use of Miss Sheldon's 
General History with a class in this 
school. The girls have found it extremely 
interesting, and I a great aid in teaching 
them, not only to know facts, but, what is 
quite as useful, to know their causes and 
results. It helps them to learn to think. 
I consider the plan and the execution oi 
the book alike admirable. 



30 



HISTORY. 



J. W. Jones, Prin. of Schools, How- 
ard, Kas. : I have been using Sheldon's 
General History during the past year and 
have been astonished at the results. My 
pupils are fascinated with the work and 
show a wonderful growth in reasoning 
power. 

The work does away with the dry mem- 
orizing of facts and leads the pupil into an 
interesting field of deductive reasoning 
where he gets both the facts and philoso- 
phy of history combined. It is very thor- 
ough and care must be exercised that we 
do not put it into the hands of pupils be- 
fore they are sufficiently developed to be- 
come interested in it. I deem the book a 
success and hope it may find its way into 
many schools, rejoicing the hearts of the 
pupils as it has done in my school. 
(Marc/i 12, 1889.) 

J. W. Scrogg-s, Fri7t. of Acad., 
Rogers, Ark. : Sheldon's History is an in- 
comparable text-book. The student is 
compelled to study instead of merely com- 
mitting to memory. I can teach history 
with it as I never could before, and if my 
pupils had access to libraries or encyclo- 
paedias, the value of this book would be 
greatly enhanced. 

It is the best text-book I ever saw. 
{March 19, 1889.) 

Mrs. Alice E. Chandler, Pri7i. of 
B. G. F. Seminary, Bowling Green, Va.: 
I herewith enclose you an order for twelve 
copies of Sheldon's Studies in General 
History. The class is not so large as I 
thought it would be, but next session I 
hope to introduce it largely into our school, 
and shall not fail to recommend it heartily 
to all the teachers who have gone out from 
this institution — and they constitute quite 
a number. I have never seen a history so 
philosophical, so interesting, so accurate, 
nor so suggestive. {April 4, 18S9.) 



"W. H. Bartholomew, Prin. of Fe- 

iuale High School, Louisville, Ky.: In 
answer, I would say that we are delighted 
with the book. Miss I. E. Hanna, teacher 
of History, concurs in this opinion. 
{March 22, 1S89.) 

Elizabeth A. Packard, Teacher of 
Anciefit History, Los Angeles High 
School, Cal. : In reply to your note of in- 
quiry received yesterday, I gladly express 
the pleasure I have taken in using Shel- 
don's Greek and Roman History in the 
class-room. The maps are meagre and 
the text requires much addition (especially 
on the Roman Republic) to meet college 
examinations. Nevertheless, I consider it 
far superior to any other historical text- 
book of my acquaintance, and should much 
regret to have it displaced. 

The method arouses the interest of the 
pupils and is an invaluable agent in secur- 
ing keen, clear thinking. We have found 
its studies in Civics especially helpful. 
{March 14, 1S89.) 

E. H. Botsford, Prin. of High 
School, Wiliamstown, Mass. : Of your 
Sheldon's Studies in General History, 
which we are using in our classes, I have 
only the highest praise. 
{March 21, 1889.) 

D. W. Abercrombie, A. M., Prin. 
Worcester Acad.: It is an admirable 
book, and richly deserves all that may be 
said concerning its value as a means of 
stimulating the mind. It is a book that 
makes great demands upon a teacher, and 
only a good teacher can use it with effect 
aud take advantage of its excellencies. 
An inferior teacher would swamp himself 
and class in endeavoring to use it. This 
to my mind is an unusual merit for a text- 
book to possess, and would that all did. 
For then the guild would be relieved of 



HISTORY. 



31 



much that travesties under the name of 
teaching. {May 8, 1SS9.) 

H. C. Ford, Suft. Yates Center, Kan.: 
Sheldon's General History is the finest 
text on that subject I ever used or exam- 
ined. It develops an intense love for the 
real study of history. 



J. "W. Miller, Lewisville Masonic 
Inst., Lewisville, Texas: I take pleasure 
in saying that I have used Sheldon's Gen- 
eral History in my classes for three years, 
with almost perfect satisfaction to both 
myself and students. The book stimu- 
lates thought and research. I cordially 
recommend it. 



WHAT THE PUPILS THINK OP THIS METHOD. 



From "Worcester Acad., Worces- 
ter, Mass., D. W. Abercrombie, 
A. M., Prin. 

H. D. Foster, Worcester Acad., 
Worcester, Mass.: During the last part 
of last year I asked my class to leave on 
my desk, at a time when I was not pres- 
ent, unsigned statements of what they felt 
they had learned in the study of general 
history for the year, with their idea of the 
method used in the class, so far as they 
had thought in regard to any methods be- 
ing used. Every member handed in a 
paper, many of them in an attempt at a 
disguised hand. I asked for honest, frank 
statements of what they had learned and 
of what they had failed to learn. I think 
the statements were honest and frank, and 
as they may prove of interest in giving the 
student's idea of the book, I send them to 
you as " original sources of information " 
as to a student's appreciation of Sheldon. 

The spelling and crudeness will show 
that they are bona fide statements of boys 
of 16 or 17 years, and that they were 
prepared with no idea of their being seen 
or read by any one beside myself. 
{May 7, 1889.) 

"What I have learned from 
studying General History." 

I. — A long continued custom becomes 
a law unless there is a legislation against 
it. 



2. — Ignorance among the common peo- 
ple places the governmen*^ in the hands of 
a few. 

3. — A despotic government is the out- 
come of a few imjust laws which the peo- 
ple do not rebel against with sufficient 
force. 

4. — Oppression is the forerunner of a 
mighty revolution. 

5. — In order to obtain a high state of 
civilization, a just government, and to win 
affection, a ruler must seek the highest 
good and strive to please the commo peo- 
ple. 

6. — A few good or a few bad men may 
influence the destiny of a nation. 

7. — A corrupt government leads to a 
downfall of the nation which will be of the 
same proportion as the corruptness. 

8. — A century of writers is a century of 
progress. 

9. — Severe oppression in religion is usu- 
ally followed by oppression in politics. 

10. — Intellectual, thoughtful men must 
be at the head of a nation. 



We have learned this year in history of 
the foundation, progress and downfall of 
nations, beliefs, customs and systems. 

Of nations we have learned that each, as 
it came to the front, was upheld by patriot- 
ism, morality, industry, courage and edu- 
cation. So long as these virtues lasted it 
progressed, but when they gave way to im- 



32 



HISTORY. 



morality, vice, ignorance and idleness it 
fell. So it was with Greece. With her 
early patriotism, purity, and courage came 
success. Later when these virtues were 
replaced by degredation and oppression 
Greece fell. When Rome fell it was but a 
shadow of the old republic. 

In our study of history we have not re- 
lied on memory as much as is usually done 
but a statement of the most important 
facts has been learned. With this as a 
beginning by means of the literature of the 
times, pictures of buildings, etc., we have 
built up what history we have learned in 
the past year. 

" A Retrospect of History." 

The history we have used differs from 
other histories in that it gives the events 
in a more loose and disconnected style 
than those that give only the simple nara- 
tive. It is more difficult to learn for there 
are so many questions and studies. But 
it makes the student think more, reason 
out events, and gives him more ideas of 
his own. When we take up another his- 
tory written in another style it is difficult 
to learn a narative for we become so famil- 
iar with mere facts that it puzzles us to 
have to make a long narative in our words. 
I have learned much about history during 
the past year, and although it comes hard 
to me yet I like the study very well. 

If I should not go to school any more 
after this term yet I shall have the satis- 
faction of knowing that I tried to improve 
my time in the study of history, even if I 
have wasted it in the study of things less 
important. 

What I have g-ained. by study- 
ing' History. 

The knowledge of historic facts which I 
have gained is only a part of the results 
of the years study. 



The " Study " has helped me to derive 
principles from facts, the extracts have 
helped me to give a narrative, but the sum- 
mary has failed in a great measure of its 
object, namely, to fix names and dates in 
my mind. 

The reports and composition work 
given in connection with our other work 
has been very beneficial, giving a more 
specific knowledge of a subject. 

Studying Egyptian, Chaldean, and Ro- 
man history has made Bible history more 
plain to me. 

The strong influence of religion upon 
the life and education of the people has 
taught the necessity of a pure religion. 

A knowledge of the history of the Eu- 
ropean nations has enabled me to under- 
stand their present condition more clearly. 

It will be very doubtful if I can tell the 
date of the invention of the printing press 
when I return to school next fall ; on the 
other hand, if I am asked about Joan of 
Arc, or the Teutons, I could do much 
better. 



In studying history, I have seen how 
nations have risen under one man, then 
when he was gone they have fallen. That 
the men who are at the head of the people 
are not of the best always. 

Now the people have more to say in re- 
gard to the government than they used to. 
It is not a good government where the 
people are not allowed to vote and hold 
office. 

I have Earned more of the historical au- 
thoritie , buildings and works. That the 
names of great men are never forgotten. 
That the people have more respect for 
each other and do not have slaves. That 
such great and expensive buildings are not 
being built as there was four or five hun- 
dred years ago for the kings and queens. 
That more attention is paid to education 



HISTORY. 



33 



and improvements towards inventions. 
That the military system has been im- 
proved. 

What I have learned from one 
year's study of General History. 

[ The student who wrote the following 
■made himself k7iown to me at my request. 
He assured me that, so far as he knew, 
his comparison of the world'' s progress to 
the growth of a life was original with 
him. H. D. Foster!\ 

Before I studied history the past was 
almost a mass of darkness to me. What 
knowledge I had of it was due to the Old 
Testament and the lives of a few men, 
such as Alexander, Columbus, and Na- 
poleon. 

That my knowledge of facts in history 
has developed a great deal under the train- 
ing I have received this past year, there is 
no doubt in my mind. Whether I could 
have developed any more under a different 
system of studying, is impossible for me 
to say, but I know that I have the general 
facts of the world's progress so fixed in 
my mind that it seems that I shall never 
forget them. 

The following facts are derived from the 
year's work : 

I. — The world's progress has been like 
the growth of a life. 

a. Early history of Egypt, Assyria 
and Babylonia represent Infancy, time of 
no will power. 

b. Early history of Greek and Ro- 
mans represent Simplicity of thought and 
habits. 

c. The West influenced by the East 
represent Going astray of thought and 
truth. 

d. Growth of church, state, and pow- 
er of emperor represent Self confidence. 

e. Periods of crusades and following 
century represent Dissipation of habits 
and morals. 



f. Fifteenth and sixteenth centuries 
represent Repentance. 

g. Seventeenth and eighteenth cen- 
turies represent Growth in wisdom with 
many downfalls. 

h. Nineteenth century represents 
Prime of life. 

2. — The great nations of the world are 
now enjoying peace and prosperity, which 
have been bought by severe lessons paid 
for in blood. 

3. — That in all ages men have desired a 
God. 

4. — That the Christian religion has done 
more toward advancing civilization than 
any other one thing. 

5. — That there has been more wars over 
religion than any other thing. 

6. — That in social life there has been a 
gradual growth of artificiality. 

7. — That literature has been the greatest 
agent in establishing free thought. 

The benefit I have received from 
the study of " General History." 

I know more about the history of the 
world than I ever did before. When I 
hear some great event referred to I know 
with what nation to connect it, and in 
what century to place it. I have some idea 
of the progress of the different nations in 
litei-rtture, art, and science. 

I know something of the character and 
life of a great many of the prominent men 
in the histories of the different peoples 
about which we have studied ; also of the 
motives that prompted them in doing cer- 
tain things. 

I know something of the origin of the 
arts and sciences, and can watch their pro- 
gress as they have developed. 

From the manner in which the recita- 
tions have been conducted I have learned 
to draw correct conclusions from a lot of 
disconnected statements and to put them 



HISTORY. 



in a form of a narative in my own mind at 
least. I have made considerable progress 
in making the ideas in my own mind clear 
to the minds of others by means of good 
English sentences. 

I have learned to compare the policy of 
one government with that of another and 
see wherein they have failed or been suc- 
cessful, also the reason why. 

This last will be of great use to me if I 
am ever to bring any influence to bear on 
the policy of my own government. 

I also know how to use books of refer- 
ence to much greater advantage than I did 
previous to my study of general history. 

From State Normal School, Os- 
wego, N. Y., E. A. Sheldon, 
Prin. 

Caroline L. G. Scales, Teacher of 

History^ Normal School^ Oswego, N. Y. : 
To show you what the pupils think of it, 
I subjoin two or three specimens of their 
criticisms of Miss Sheldon's History, 
handed in at my request by a class who 
had been using the book through the 
term. Let me say that these criticisms 
were given to me unsigned, that there 
might be no temptation to modify or 
exaggerate the real opinion of the in- 
dividual. {April 14, 1887.) 

I know that this method of working in 
history has greatly strengthened my pow- 
ers of reason, judgment, and perception, 
and that I have much greater ability now 
to draw conclusions and inferences from 
mere facts, pictures, etc., which before 
contained nothing to me but that repre- 
sented on their face. In fact I seem to 
see more interest and benefit in very many 
things, and am constantly thinking : 
"What might we infer from this?" At 
times I have felt that my knowledge of 
parts was narrow and incomplete, but 
comparing it with my previous study of 



history, I find it much broader than that I 
then received. Altogether I have greatly 
enjoyed the work in history, and should I 
ever teach it, it shall be according to Miss 
Sheldon's method. 



This book gives a good general idea of 
the history, literature, art, interests, and 
material civilization of the different Eu- 
ropean and Oriental countries, and is not 
simply an appeal to one's memory, but to 
his judgment and reason. Many people 
think that if one has no previous knowl- 
edge of history the study of this book 
would be rather difficult. Perhaps this is 
so, but if one can master this history the 
study of others will be made much more 
simple and interesting. The only fault 
that can be found with it is that it is too 
interesting. The subject is too great to 
be hurried over in such a short time as we 
are allowed for studying it, yet it may be 
made of inestimable benefit to one, if 
studied in the right way. It widens one's 
knowledge, as it not only gives us many 
things about history, but art and literature 
are dwelt upon, and we may learn many 
things about them. Curiosity is excited 
by subjects that are brought up in class, 
and a desire to know more about them 
sends us to the silent lectures — the books. 
It aids one by helping him to read care- 
fully and thoughtfully, thus getting the 
drift of a selection, even though the mean- 
ing is often hidden. It quickens one's 
perception, memory, powers of compari- 
son and application, and helps him in 
studying other lessons, for by being 
thoughtful and careful in this branch of 
study it cultivates carefulness in other 
branches. The history is excellent in 
thought, purpose, and execution. 

I think the book admirably adapted to 
normal work, as it stimulates independent 



HISTORY. 



35 



thought, and teaches us to arrive at con- 
chisions for ourselves. Although it is said 
not to cultivate the memory, still I have a 
much clearer idea of the succession of 
events than when I memorized general 
history. History has been the most en- 
joyable subject I have had in the school. 



The work in history this term has been 
of the most enjoyable character. As I 
had never before made Ancient History a 
study, of course I have gained viuch infor- 
mation. I now see how the works of the 
present day are but outgrowths of seeds 
sown in past centuries. I like Miss Shel- 
don's History very much, and think hardly 
enough can be said of the superiority of 
this work over the dry text-books which 
some use. Not only have we studied the 



battles, campaigns, and constitutional de- 
tails, but the history of the art and litera- 
ture, and in extracts can be seen the gen- 
eral characteristics of the people. We 
have not hurried over the ground to any 
great degree, or made a special study of 
memorizing dates, but can view historic 
facts critically and broadly. This way of 
study requires use of the reasoning facul- 
ties, to gain correct answers to questions 
asked from historical facts and from the 
extracts given. 



I think my work in history this term has 
helped me to think and to look farther 
than at the surface of things. I have a 
better idea of general history and of how 
one great event follows and grows out of 
another than I ever had before. 



THE FOLLOWING LETTERS FROM EXPERIENCED EDUCATORS 

SHOW THE BENEFIT WHICH TEACHERS DERIVE FROM 

THIS EXCELLENT BOOK : 



Byron Groce, Teacher in Public 
Latin School, Boston, Mass.: I like much 
in Miss Sheldon's History, and sympa- 
thize with its spirit, and believe it will be 
very helpful in teaching teachers not to 
be slaves to the letter of history, and in 
teachmg pupils that the history of nations 
means more than war and changes of 
boundaries ; that it means law, order, pro- 
gress, — in a word, civilization. 
{March 4, 1887.) 

Moses Merrill, Prin. Public Latin 
School, Boston, Mass. : We have no inter- 
est in the introduction of Sheldon's His- 
tory into the Latin school beyond the 
privilege of using the part relating to An- 
cient History. That privilege we now 
enjoy. {March 11, i8Sg.) 



S. C. Smith, Master in English 
High School, Boston : I can say I am very 
much pleased with it. I wish it could be 
introduced into our school, as it has 
" strong points " I have never seen in any 
other text-book on history. Any one who 
has had experience in teaching history will 
at once recognize familiar topics arranged 
in a new and helpful manner. The book 
possesses many excellences which readily 
appear to the experienced eye. 
(May 17, 1886.) 

Wm. H. Sylvester, Junior Master, 

English High School, Boston : Miss Shel- 
don's History is a very interesting one. I 
have had but little opportunity to use it 
with a class, but I should like so to do, for 
it would doubtless prove a stimulating 



36 



HISTORY. 



book. I try to make my history classes 
interesting so that the boys may get a love 
for historical reading, and I think this 
could be accomplished better with Miss 
Sheldon's book than with the book we now 
use. At any rate, I should like to have a 
chance to iry it. 

John Tetlo^w, Prin, Girls^ Latin 
School, Boston : Miss Curtis, the teacher 
of Greek and Roman history in the Latin 
school, is using Miss Sheldon's history for 
reviews. For this purpose she finds the 
book very serviceable. (June 6, 1S87.) 

A. R. Curtis, Teacher in Girls' High 
School, Boston: I have used the chapters 
on Greece and Rome only in review 
lessons, since it is not one of the author- 
ized books. But I like these chapters 
very much and I should be glad to have 
the book added to the authorized list. 

Geo. C. Mann, Prin. W. Roxlmry 
High School: We think very highly of 
Miss Sheldon's History, and should be 
glad to have it on our list of authorized 
text books. I am not prepared to say that 
we should use it in all our classes, but we 
should like an opportunity to give it a 
trial. {March i, 1888.) 

R. H. Perkins, Sup. of Schools, 
Chicopee, Mass. : We have used Sheldon's 
General History in our High School for 
two years past, as a reference book, and are 
pleased to state that we find it a thorough- 
ly good book. The style of the presenta- 
tion is clear and interesting ; it has many 
sound and valuable features which make it 
a most desirable book for High School 
use. Its merits should win for it a large 
adoption in the schools of the country. 
{March 28, 18S9.) 

A. C. Boyden, Prof. State Normal 
School, Bridgewater, Mass.: We are 
using Sheldon's General History as a sup- 



plementary book in our classes. It is on 
the right plan of historical study and our 
classes find it very helpful in certain parts 
of their work. 

Some parts are not so exhaustively 
dealt with as we wish and hence we have 
to use it as supplementary. I am glad to 
say this word for a book I like so well. 
{May 13, 1889.) 

W. "W. Waterman, Suft. of Schools, 
Cliiiton, Mass. : We have used for some 
time Sheldon's Studies in General His- 
tory as a desk book in our High School. 
Its use has been attended with excellent 
success in awakening and promoting an 
interest in the study, and in leading the 
pupils to think a7id judge for themselves. 
I think it is the right kind of a treatise to 
be placed in the hands of the pupils for 
regular class use. {April 13, 1889.) 

Mary B. Whipple, Teacher of His- 
tory in Worcester High School, Mass.: 
Though not using it as a regular text-book, 
I have frequently availed myself of single 
lessons. I think I have never failed to 
elicit replies which showed logical think- 
ing and led to correct conclusions. The 
questions produce freedom in thiftking 
and at the same time direct and keep the 
thought in right channels. It cannot be 
otherwise than a delight for a teacher who 
knows definitely what she wishes to teach, 
to use Sheldon's General History. 
{April I, 1889.) 

Chas. E. Taylor, Pres. Wake For- 
est Coll.,N.\C.: It IS valuable as a source 
from which a student can derive materials 
for constructive work. {May 3, 1889.) 

Anna Miller, Jeffersonville, hid.: I 
know no better text-book. I have used it 
as a supplementary text for two years, with 
most satisfactory results. It improves with 
use. {April 2/^, 1889.) 



HISTORY. 



27 



Wm. H. Beach, Supt. of Schools, 
Madison, Wis. : It has been used as a 
table and reference book by all our teachers 
who have the subject of history in charge. 
It is very highly regarded. Some pupils 
have become so much interested in it that 
they have procured copies for themselves. 

We would not do without the book, but 
we use it as Supplementary to our regular 
text-book. The law of the State govern- 
ing the change of text-books in the schools 



renders it somewhat difficult to make 
changes. So I cannot promise an imme- 
diate adoption of the book. But we are 
using a number of copies and shall prob- 
ably order more next fall when the classes 
begin the study of general history. 
{April 22, 1889.) 

Albert E. Eg-ge, Ph. D., St. Olafs 
School, No7-thfield, Minn. : A most excel- 
lent book ; I am at present using it as a 
reference book. {April S, 1S89.) 



EMINENT "WRITERS, PRO- 
RE- 



THE FOLLOWING OPINIONS OP 

FESSORS AND TEACHERS OF HISTORY \^7"ERE 
CEIVED IMMEDIATELY AFTER THE PUBLI- 
CATION OF THE BOOK: 



J. R. Seeley, Regius Prof, of His- 
tory, Cambridge Univ., Eng. : You have 
taken a decisive step, and I hope you will 
persuade many of your countrymen and 
countrywomen to follow you. Till this 
step is taken, both in historical writing 
and historical teaching, I cannot imagine 
that history can be anything more than 
a delightful amusement. But I think you 
and those teachers who use your book 
will get from it the much higher delight 
of feeling that you have given your pupils 
a real guide, a new science. 
{March 11, 1886.) 

Alexander Johnston, Prof of 
Jtirisprudence and Political Economy, 
Priticeton Coll., N. J.: Give a boy a 
competent instructor and this text-book, 
and if he does not get more than di-y bones 
out of history, it will be because he is not 
fitted for such food. The book is a long 
step in advance. {Jan. 4, 18S5.) 

Dr. "William T. Harris, Concord, 
Mass. : I think that it is by far the most 
successful attempt to introduce the new 
method of studying history — the method 
of investigation — that I have ever seen. 
I unhesitatingly commend the book for the 
schoolroom. 



Moses Coit Tyler, Prof of Amer- 
ican History, Cornell Uttiv. : I have ex- 
amined it with deep interest and satis- 
faction. I think the idea is developed 
with great skill and tact, and that its 
method will prove a means of giving new 
life and fruitfulness to the study of his- 
tory. The intellectual training of such a 
method is very great. {/an. 27, 1886.) 

Chas. J. Little, Prof of History, 
Syracuse Univ.: This is a book "after 
my own heart." Its wide-spread intro- 
duction into American schools will begin 
a new epoch in the study of history. 
{Ju7ie 12, 18S6.) 

Herbert Tuttle, Asst. Prof of His- 
tory, Cornell Univ.: The Seminary system 
of instruction is one in which I am a firm 
believer, and this book will permit it to 
be used even with the less advanced 
students. {Jan. 22, 18S6.) 

J. Esten Cooke, Boyce, Va., Mem- 
ber of the American Historical Associa- 
tion : It impresses me as a work of very 
great learning, and as the result of pro- 
found study embracing very large tracts of 
thought. {Jan. 20, 18S6.) 



38 



HISTORY. 



Robt. C. Winthrop, Boston, Mem- 
ber of the American Historical Associa- 
tion : Such books cannot fail to be prized 
by teachers and learners. {Jati. 9, 1886.) 

Ex-Gov. Alexander H. Rice, Bos- 
ton, Member of the American Historical 
Association: It appears to me the very 
best book for its purpose that I have 
ever seen. Its plan is original and lucid ; 
it points out the way for the student to 
accomplish the work proposed vifithout 
doing it for him, and it leads on to very 
exhaustive results. Its use will be likely 
to do away with much of the dryness of 
which many pupils complain in the study 
of history, and to leave upon the mem- 
ory distinct and permanent impressions. 
{Feb. 19, 1886.) 

E. O. Chapman, State Suft. of 
Schools, N.y. : The student who follows 
in the path marked out by Miss Sheldon 
will find abundant entertainment, and 
the historical outlines presented will be 
so fixed in his mind that he cannot for- 
get them if he would. More than this, 
the book is better calculated to inspire a 
desire for further reading than any other 
text-book on history that I have seen. 
{May 1, 1886.) 

B, S. Morgan, State Superintendent 
of Schools, W. Va. : I think this book 
one of the best books of its kind now 
before the public. {May 10, 1886.) 

James B. Angell, Pres. of Univ. of 
Mich. : The plan is certainly unique, 
and must have been wrought out of long 
experience. You seem to me to have 
executed it admirably, {yan. 22, 1886.) 

W. P. Allen, Prof of History, Univ. 
of Wis. : It is an intelligent and skilful 
aid in the study of history on the right 
principle. iy^t- 26, 1886.) 

John J. Tigert, Instr. in History, 
Vanderbilt Univ. : Like most teachers of 
history, I am thoroughly dissatisfied with 



current methods and results, and am 
convinced that this is a step in the right 
direction. {Feb. 1, 1886.) 

Marshall S. Snow, Prof, of History, 
Washington Univ., St. Louis, Mo. : 1 1 
seems to me that the plan of the work 
and its execution are worthy of the warm- 
est praise. It cannot fail, I am sure, to 
be a stimulating book, and to suggest to 
students the true way of writing as well as 
of studying about past events and their 
influence upon mankind. 
{April 19, 1886.) 

W. E. Huntington, Dean of Coll. 
of Liberal Arts, Boston Univ. : Its origi- 
nal plan of treatment, and the wide, fer- 
tile sources of information suggested by 
the lists of questions, must meet with 
general approval. {April 20, 1886.) 

W. P. Atkinson, Prof of History, 
Mass. Institute of Tech7iology, Boston : 
It is an encouraging sign of a wholesome 
revolt against the dull lesson-learning of 
" compendiums " in favor of truer and 
better methods. I feel very sure that it 
will prove a boon to all intelligent teach- 
ers of the subject. {Jan. 3, 1886.) 

J. B. Clark, Chair of History, St?iith 
Coll., Northatnpton, Mass. : Its method 
seems to me to be admirable, and the 
execution is worthy of the plan. 

Katherine Coman, Prof, of History, 

Wellesley College, Mass. : History could 
not be taught in a lifeless fashion from 
such a book. It is suggestive of the 
very best methods, and should provoke 
both teacher and student to good work. 
{Jafz. 18, 1886.) 

E. Benj. Andrews, Prof of History, 
Brown. Univ., Providence, R.L: I am 
impressed with the author's diligent 
attainments. It must prove an excel- 
lent book for teachers who have not the 
time or the books to enable them to be- 
come acquainted with these sources in 



HISTOR Y. 



39 



the original. I shall notice the work to 
the R.I. Teachers' Reading Circle. 
(^Feb. 6, 1886.) 

Henry Ferguson, Prof, of History, 
Trinity Coll., Hartford, Conn. : I am 
extremely well pleased with the plan of 
the book, and also with its execution. 
The passages from the original authori- 
ties are happily selected, and will, I 
think, tend to excite the interest and 
pique the curiosity of intelligent boys 
and girls, and so lead them to investiga- 
tion for themselves. {April 17, 1886.) 

Prof. Henry M. Baird, Univ. of ike 

City of New York : The only proper way 
of learning history is by some sort of 
independent search. The most practi- 
cable and beneficent plan then, is to 
compress the " sources " within the com- 
pass of a single handy volume, which 
can be mastered in the course of a few 
months ; but still to make it a volume of 
" sources." It is to supply such a want, 
as I understand it, that Professor Shel- 
don has prepared these " Studies in Gen- 
eral History " ; and I am convinced that 
they will be found both suggestive to 
teachers and stimulating to scholars. 
{Jan. 23, 1886.) 

Geo. S. Morris, Univ. of Michigan, 
Member of American Historical Associa- 
tion : In praise of this method too much 
cannot be said, as it seems to me ; since 
its necessary result is to make of the 
study of history, not a mere work of me- 
chanical memorizing, but a true and 
active culture of the intelligence. 
{Jan. 6, 1886.) 

Austin Scott, Prof of History, 
Rutgers Coll., New Brunswick, N.f. : I 
have used it, as a reference-book and as 
a guide-book, with advantage. The plan 
is excellent, the execution good. 
{April 17, 1886.) 

Samuel M. Shute, Prof, of English 
Literature, The Columbian Univ., Wash- 



ington, D.C. : I shall recommend its use 
to my class in history. {June 17, 1886.) 

Robert Ellis Thompson, Prof 0) 
History, Univ. of Penn., Philadelphia : 
The general purpose of the book must 
commend it to every teacher of this diffi- 
cult subject. I intend to urge my classes 
in history to procure it for subsidiary use. 
{April 28, 1886.) 

S. H. Gay, Member of American His- 
torical Associatioji {joint author of Bty- 
ant's History of United States), West 
New Brighton, Staten Island, N. Y. : 
There is ample room for improvement 
in the text-books of schools, and in none 
so much as in those which profess to 
teach history. Teachers who have 
wearied over them will best know how to 
welcome a book from which the pupil 
will not only gain knowledge worth hav- 
ing, but will learn at the same time its 
real value, and how best to gain it. 

G. E. H. Weaver, Prof, of Hisfoty, 
Swarthmore Coll., Pa. : I have been very 
much pleased with the method, and the 
whole make-up and appearance of the 
work. It would be very good for the 
class in general history in the prepara- 
tory school here. {March 20, 1886.) 

Theodore L. Seip, P>-es. of Muh- 
lenberg Coll., Allentown, Pa. : If this 
book finds its way into general use, as it 
deserves, it will revolutionize the old 
method of teaching and learniiig history. 
I take pleasure in commending it to the 
favorable attention of teachers of history. 
{May 4, 1886.) 

Paul F. Rohrbacher, Prof of His- 
tory, Western Univ. of Pennsylvania, 
Allegheny : I am dehghted with it. 
While comprehensive in its design, it is 
simple in style, interesting in its matter, 
and sure to awaken a lively interest in 
the study of history. It will not fail to 
make the student think, enable him to 



40 



HISTORY. 



compare events, and thus reach the hap- 
piest results. I shall recommend its 
adoption. {^April 26, 1886.) 

R. T. Taylor, Pres. of Beaver Coll., 
Pa.: I think we shall introduce it next 
year. {^May 11, 1886.) 

J. B. Wolfe, Pres. of Gladeville Coll., 
Wise C. H., Va.: I have concluded to 
adopt it. I think it an excellent book, 
and feel confident it will give satisfaction. 
{April 24, 1886.) 

J. E. Taylor, Pres. of Wake Forest 
Coll.,N.C.: I am much pleased with it, 
and shall recommend it in our catalogue 
for parallel reading in the history course. 
{March 30, 1886.) 

Prof. E. S. Joynes, South Carolina 
Coll., Columbia: Beginning to look into 
it, I found it so interesting that I have 
continued to look through it. Besides 
being deeply interesting, it is original, 
unique, and of altogether exceptional 
value. {Jan. 7, 1883.) 

Henry E. Shepherd, Prof, of Eiig- 
lish. Coll. of Charleston, S.C. : The gen- 
eral plan seems to me an excellent one, 
especially the combination of literary 
history with the development of civiliza- 
tion. It ought to command a wide suc- 
cess, and I trust it will. {April 19, 1886.) 

George H. Ho-we, Prin. of Talla- 
dega Coll., Ala. : It is just what I ex- 
pected to find, — an admirable book. 
The method is familiar to me, and I am 
very glad to see it in print. We shall 
probably introduce it. {March 27, 1886.) 

Charles Woodward Hutson, 

Prof of History, Univ. of Mississippi, 
Oxford : I feel sure that it will prove of 
great value. I am going to try it with my 
class in history. {Jan. 5, 1886.) 

Virginia D. Farmer, Teacher of 
History in M. F. Coll., Mansfield, La.: 
I commend it highly. {May 6, 1886.) 



F. D. Shaver, Prof, of History, 
Bishop Coll., Marshall, Tex. : I have 
been surprised and delighted. It makes 
it possible for schools with limited li- 
brary privileges, to do work in historical 
studies in the spirit and method of our 
best equipped institutions. It furnishes 
material without which no proper teach- 
ing of history is possible, but which, 
hitherto, has been found only in the 
larger libraries. I shall have no hesita- 
tion in adopting it for the work next 
year. {April 20, 1886.) 

L. A. Johnson, Pres. pro tern.. Trin- 
ity Univ., Tehuacana, Tex. : It will be 
introduced into our preparatory school 
next term. . {June 18, 1886.) 

Arthur Yager, Prof, of History, 
Georgetown Coll., Ky. : I like it so much 
that I write this note to ask that you 
will immediately inform me at what price 
you propose to furnish it to college stu- 
dents. {Jan. 22, 1886.) 

Allan Curr, Prof, of History, Daugh- 
ters Coll., Harrodsburg, Ky. : I consider 
it not only admirably adapted to its de- 
signed purpose, but also the best book of 
the kind I have seen. I hope now to 
make such arrangements as may result 
in its use next session. 
{April 19, 1886.) 

Hunter Nicholson, Univ. of Ten- 
nessee, Knoxville : I hope to see the 
book introduced in this university, and 
shall welcome every opportunity for com- 
mending it to good teachers. 
{April I, 1886.) 

Since writing you I have gone care- 
fully through the book with a view to 
using it at a normal institute this sum- 
mer. This re-examination has con- 
firmed my previous good opinion. 
{June 13, 1886.) 

I. W. Andrews, Prof, of Political 
Philosophy, Marietta Coll., Ohio; It is 



HISTORY. 



41 



clear that the author is familiar with tlic 
ground traversed, which is saying a great 
deal. I find the statements historically 
correct, and do not doubt that the work 
has been very carefully done. 
{Jan. 25, 1S86.) 

Geo. W. Knight, Prof, of History, 
Ohio State Univ., Columbus : I am thor- 
oughly pleased with the plan upon which 
it is constructed, and I believe the author 
has carried out that plan successfully. 
The essential facts upon which to duild 
history are there, (ffan. 20, 1885.) 

L. G. Adkinson, Pres. of Moore's 
Hill Coll., bid. : I think it solves the 
problem of how to teach history. We 
shall use it in our work next year, 
{May I, 1886.) 

J. D. Crawford, Pi-of. of History, 
Univ. of Illinois : This work seems 
adapted to piake students of histoyy, 
whose investigations will be only begun 
and directed when this book is finished, 
whose tastes will be so formed that more 
and yet more reading must follow. 
(Jan. 21, 1886.) 

Sue M. D. Fry, Prof. of'Histoty, 
IVesleyan Univ., Bloomingto7i, III. : I am 
very much pleased with it, and intend to 
introduce it into the Illinois Wesleyan 
University next year. {June 21, 1886.) 

S. W. Parr, Prof of History, Illinois 
Coll., yackso?iville. III, : I shall use it in 
my class next year. {April ^p, 1886.) 

W. H. Fischer, P7-of of History, 
Whcaton Coll., III. : I will introduce the 
book as soon as our course shall be 
enlarged to give a little more time. 
{April 24, 1886.) 

C. E. Welbur, Prof, ^f History and 
English language, Adrian Coll., Mich. : 
I am confident that it is the most effec- 
tive way of studying history, especially 
by students of some maturity. 
{March i, 1886.) 



O. B. Hag-en, Prof, of History, Galcs- 
ville Univ., Wis. : Nothing can be more 
natural and vivid. The work ought to 
meet a very warm reception. 
{March 30, 1886.) 

James H. Canfield, Prof, of His- 
tory, Univ. of Kansas : 1 here can be no 
question that the system is the correct 
one — the best in every respect — where 
all the needed accessories can be had. 
The Sheldon manual does much in the 
way of supplying these, and supplying 
them ready for use. As I said at first, 
the work seems to have been very con- 
scientiously performed ; and I shall put 
its merits to the test of the class-room as 
soon as the next Freshman class enter 
upon their duties. ijctn-- 30, 1886.) 

Jas, T. Anderson, Prof of History, 
Central Coll., Fayette, Mo. : I indorse its 
plan most heartily, and would most cer- 
tainly use it, if I had a class in general 
history. {June 19, 1886.) 

W. C. Gadtaey, Pres. Morrisville, 
Coll., Mo. : It is correct in design, novel 
in execution, and as a class-book will be 
found to be superior. {March 20, 1886.) 

G. P. Macklin, Pres. Avalon Coll., 
AIo. : We have adopted it as our text. I 
am convinced that it will greatly aid in 
the teaching of history. {April 20, 1886.) 

J. M. Chaney, Pres. of Kansas City 
ladies' Coll., Independence, AIo. : It is 
our purpose to use it as a text-book the 
coming session. {June 17, 1886.) 

Ella A. Thomson, Prof, of Ilistoty, 
M E. Coll. of Neb., York : I regard it as 
a superior work. I intend to use it in 
my classes next year. 

L. S. Cornell, Supt. of Public Instruc- 
tion, Deliver, Col. : I am well pleased 
with the method of presenting the sub- 
ject, as well as the clear and comprehen* 



42 



HISTORY. 



sive analysis of so much history in such 
a small volume. It will certainly be a 
popular book. (jfune 19, 1886.) 

E. Wicker, Prof, of History, Colorado 
Coll. : I have been using it for supple- 
mentary work in my class, with good 
results. The history is well arranged, 
and is calculated to produce an eager 
research on the part of the pupil. I 
hope to be able to introduce it as a text- 
book. (Aj>ril 20, 1886.) 

Joseph B. Toronto, Prof of His- 
tory, Univ. of Deseret, Salt Lake City : 
I have adopted it without hesitation for 
use in my classes the coming year. 
(7«;/e II, 1886.) 

J. R. Herrick, Pres. Univ. of Dakota : 
It is my purpose to have it introduced 
into the University of Dakota. 
{April 20, 1886.) 

Mrs. E. C. Norton, Teacher of His- 
toiy, Yankton Coll., Dak. : I should like 
to see it tried in our classes. 
{April 24, 1886.) 

Bernard Moses, Prof, of History, 
Univ. of California, Berkeley : I can 
heartily commend it. {Fe6. 16, 1886.) 

C. A. Leonard, Prof, of History, Cen- 
tral Univ., Richmofid, Ky. : I am secur- 
ing the very best results with the book 
— far better than my most sanguine 
hopes ever led me to expect. I exam- 
ined the class to-day on the work gone 
over, and found them quite ready in 
their answers, and, above all, possessing 
a good, correct understanding of the 
subject-matter. I am glad such a book 
has been written. It is destined to revo- 
lutionize the study of general history and 
make pupils think for themselves. 

P.S. — Nothing could be better. You 
may use my name in unqualified com- 
mendation of the book. {^an. 15, 1886.) 

E. J. Colcord, Teacher of History, 
Vermont Academy, Saxton's River, Vt.: 



It is the only book that I know of claim- 
ing to be a text-book on general history 
which I feel quite ready to place in the 
hands of a class without qualification. 
I fully expect to find it a most useful 
auxiliary. (Jan, 15, 1886.) 

Jane E. Leonard, Teacher of His- 
tory, State Normal School, Indiajia, Pa. : 
I have used it in my class since the first 
pages came from the press, and I never 
used a book in my life which so fully met 
my idea of what a text-book should be. 
{Feb. 2, 1886.) 

Clara Conway, Prin. Clara Con- 
way Inst., Memphis, Tenn. : It is unques- 
tionably superior to any text-book of 
which I know. In the hands of the 
skilful teacher it will be a tremendous 
power ; in the hands of the unskilled, it 
must be the best helper among historical 
books towards knowledge, discipline, 
mental strength, and culture. 
{yan. 9, 1886.) 

Jennie I. Ware, Teacher in charge 
of History, Worcester High School, Mass. : 
To me, its advantages over other general 
histories consist in the selection of the 
most helpful illustrations, the translations 
given from original sources, and the 
questions in the " studies," capable of 
producing some individual thought in 
the pupil. {Jan. 8, 1886.) 

Mary E. Whipple, Teacher of His- 
tory in the Worcester High School, Mass. : 
The questions are just the ones to pro- 
duce thought in the mind of the pupil, and 
are so definitely and clearly stated as to 
receive the desired answers. I have not 
the least doubt as to the practical work- 
ing of the book, and should heartily 
commend its yse in high schools and 
academies. (Dec. 15, 1885.) 

Helen M. Parkhurst, Teacher of 
History, Worcester High School, Mass. : 
The questions necessitate thought and 
reasoning on the part of the pupil, and 



HISTORY 



43 



are admirably fitted to effect that object. 
I see no reason why it should not succeed 
perfectly as a regular text-book. I think 
the work cannot be too highly com- 
mended. {Dec. 15, 1885.) 

Mary A. Brig-ham, Brooklyn Heights 
Seminary : I consider it the most valua- 
ble history that I have ever used. It will 
be made one of the regular text-books 
of the school. {June 16, 1886.) 

Harriet J. Brown, Teacher of His- 
toiy. The Misses Masters' School, Dobbs 
Ferry, N.Y.: The dullest girls in the 
class are waking up. The brightest 
girls are proud beyond measure because 
every lesson seems to be an achievement 
of their own. They have made discover- 
ies. The result, so far as I am concerned, 
is, that I never before felt so much 
enthusiasm in teaching history, although 
I have always been fond of the subject. 
{Oct. I, 1885.) 

G. H. Davis, Bayshore, L.I. : I find it 
true that the book is a carefully chosen 
historical library. The pupils delight in 
studying it. {Feb. 13, 1886.) 

Miss C. Rounds, Private School, 
Brooklyn, N. Y. : I like the history very 
much, and my pupils are enthusiastic 
about it. {June 16, 1886.) 

Jas. MacAlister, Siipt. of Schools, 
Philadelphia, Pa. : It invites attention 
from every school that is desirous of 
making history a study of living interest, 
a means of liberal culture, and a disci- 
pline for the mind, which no other subject 
possesses in a larger degree. It will 
be found especially valuable in normal 
schools. {May 6, 1886.) 

Henry A. Wise, Supt. of Public 
Instruction, Baltimore : I consider it an 
excellent historical manual. Its method 
is based on correct principles. 
(April 20, 1886.) 



A. J. Clark, Supt. of Schools, San 
Francisco, Cal. : I have closely examined 
the work, and consider it the best that I 
have seen. {April 24, 1886.) 

H. S. Tarbell, Supt. of Schools, Prov- 
idence, P.I. : I find it to be a remarkably 
original, able, and suggestive book. It 
cannot fail to have great influence for 
good. {May 10, 1886.) 

Geo. A. Littlefleld, Supt. of Public 
Schools, Newport, P.I. : It is a work 
which meets a great want, and which is 
evidently destined to a prosperous career. 
{Jutte 5, 1886.) 

J. M. B. Sill, Supt. of Schools, Detroit, 
Mich. : I have looked it over sufficiently 
to become deeply interested in it. The 
plan is admirable, a decided improve- 
ment on the usual text-book in this 
branch of study. {April 19, 1886.) 

S. T. Button, Supt. of Schools, New 
Haven, Comi. : It suggests not only the 
right matter, but the proper tnethod also. 
{Jan. 28, 1886. )■ 

Henry F. Harrington, Supt. of 
Public Schools, New Bedford, Mass.: I 
do not believe that a schoolbook has 
been published for many years possess- 
ing the remarkable merit which charac- 
terizes Sheldon's General History. Its 
method and arrangement are singularly 
original, and are as admirable as they are 
fresh and unique. And they derive their 
chief value from the evidence of an 
adequate scholarship doing its work 
with consummate sagacity and discrim- 
ination. No teacher, no student, who 
would appreciate the advantage to be 
derived from a singularly efficient helper 
towards a true understanding of the facts 
and philosophy of history, can afford to 
be without the book in question. 
{June 18, 1886.) 

Wm. Connell, Supt. of Schools, Fall 
River, Mass. : It presents the subject in 



44 



HISTORY. 



a new but normal light to the student. 
It introduces him to the original sources 
of history, and from this material he is 
furnished with the occasions to compare, 
to generalize, to differentiate, to form 
judgments, and to reach conclusions for 
himself. {June i6, i886.) 

A. P. Stone, Supt. of Schools, Spring- 
field, Mass. : I regard it as an excellent 
work. In the revolution which is now 
taking place in teaching history, this 
book will be of great service in the 
schoolroom and to the general student 
of history. (J/^^e 15, 1886.) 

E. H. Davis, Supt. of Schools, Chelsea, 
Mass. : It seems to me that you have 
one of the most attractive, as well as 
useful, volumes yet issued on this im- 
portant subject. {April 29, 1886.) 

J. H. Davis, Supt. of Schools, Somer- 
ville, Mass. : It cannot fail to promote 
thoughtful investigation, and to awaken 
and foster a deep interest in the study of 
history. {Ju7ie 15, 1886.) 

Wm. B. Hatch, Supt. of Schools, 
Haverhill, Mass. ; It is built on the right 
plan. Were it in general use in our 
higher schools, I am confident that 
pupils would get more meat and less 
husk. {April -^o, 1ZZ6.) 

F, Kelsey, Supt. of Schools, Nashua, 
N^.H. : It seems to me an admirable 
work, and I trust you will count me as 
one who " takes kindly " to this new way 
of studying history. {fcin. 28, 1886.) 

S. A. Ellis, Supt. of Schools, Roch- 
ester, N. Y. : I cannot conceive how a 
text-book on the subject of history could 
be more original in its plan, or more 
admirable in its execution. If I am not 
mistaken, it will go far toward revolution- 
izing our methods of teaching history. 
{Ju7ie 16, 1886.) 

Ed-wrard Smith, Supt. of Schools, 
Syracuse, N. Y. : If any change should 



be made in that subject in the high 
school, I should favor this book. 
{April 21, 1886.) 

M. W. Scott, Supt. of Schools, Bing- 
hamton, N. Y, : Our teachers in history 
who have examined it speak highly of 
its merits as a text-book. 
{June 10, 1886.) 

M. J. Michael, Supt. of Schools, 
Rome, N. Y. : Its plan of study is ad- 
mirable, and shows the work of a master- 
mind in the art of teaching. 
{Jime 18, 1886.) 

John Miller, Supt. of Public Schools, 
Newburgh, N. Y. : I hope we may adopt 
it. {April zg, 1886.) 

A. W. Edson, Supt. of Schools, Jersey 
City : You are to be congratulated on the 
publication of so excellent a book. It 
must infuse new life into the study of 
history. {May 4, 1886.) 

Wm. N. Barringer, City Supt., 
Newark, N.J. : I have examined it with 
care. I like the plan very much. It is 
well adapted to aid the research of the 
pupil. {June 15, 1886.) 

Martin V. Berg-en, Supt. of Schools, 
Camden, N.J. : Should any change be 
made, I should most certainly recom- 
mend it. {June 18, 1886.) 

L. O. Foose, Supt. of Schools, Har- 
risburg. Pa.: It is fresh, unique, and 
suggestive, and will certainly awaken 
interest on the part of both pupil and 
teacher. {Jan. 9, 1B86.) 

H. S. Jones, Supt. of Schools, Erie, 
Pa. : It is a needed and valuable depart- 
ure from the usual text-book style of 
historical study. {June 17, 1886.) 

John Morrov^, Supt. of Public 
Schools, Allegheny, Pa. : I consider it an 



HISTORY. 



45 



excellent book, and have no doubt of its 
popularity wherever used. 
(June i8, 1886.) 

D. S. Keith, Siift. of Schools, Altoona, 
Pa, : I am pleased with its arrangement, 
and think it well adapted to the wants of 
pupils. {ya?i. 22, 1886.) 

H. R. Roth, Sitpt. of City Schools, 
Meadville, Pa. : So far as I am concerned, 
it shall have due attention when the time 
comes for the annual selection of texts. 
{ya?i. II, 1886.) 

R. M. Streeter, Szipt. of Schools, 
Titusville, Pa. : I know of no better text- 
book for the subject. (June 17, 1886.) 

Charles F. Foster, Supt. of Schools, 
Chester, Pa. : I regard it better adapted 
to the accomplishment of the purpose for 
which it is designed in the outfit of the 
student than any other book of the kind 
which I have seen. {jfune 18, 1886.) 

Superintendent Public Schools, 

Norfolk, Va. : It is an admirable piece 
of work. {June 16, 1886.) 

Usher W.Cutts, City Supt., Orange, 
N.y. : I thoroughly like the plan of the 
book. It seems to be the one best cal- 
culated to make pupils real studeiits of 
history. (Jt^ne 15, 1886.) 

Li. H. Jones, Siipt. of Schools, Indian- 
apolis : It is an admirable book in plan 
and in execution. Having seen the author 
teach so successfully by this plan, I am 
now greatly gratified to see her work take 
such shape as to give to teachers of this 
subject the benefit of her methods. 
{April 20, 1886.) 

Wm. H. Wiley, Stipt. of Schools, 
Terre Haute, Ind. : It is a first-class book. 
{April 29, i886.) 

Jno. S. Irwin, Supt. of Schools, Fort 
Wayne, Ind. : Beyond any other we know 



of, it furnishes the true basis for histori- 
cal study, {Jan. 19, 1886.) 

E. A. Gastman, Supt. of Schools, 
Decatur, III. : We are much pleased with 
it. The plan is novel, and ought to 
awaken great interest on the part of the 
pupils. {Afay 14, 1886.) 

H. G. Winslow, Supt. of Schools, 
Racine, Wis. .■ It is certainly a very inter- 
esting and useful book, opening up, as 
it does, new methods and new views in 
the study of history. {April 19, 1886.) 

J. M. Greenwood, Supt. of Instrtic- 
tion, Kansas City, Mo. : It is without a 
peer. {Jan. 9, 1886.) 

W. F. Staton, Supt. of Schools, At- 
lanta, Ga. : I have placed it in the hands 
of the committee on text-books for ex- 
amination with reference to its introduc- 
tion into our schools. {April 20, 1886.) 

W. H. Baker, Supt. of Schools, 
Savannah, Ga. : If we make any change, 
I shall urge its introduction in our schools. 
{April 2i, 1886.) 

Henry P. Archer, Supt. of City Pub- 
lic Schools, Charleston, S.C.: It is emi- 
nently practical, and is, in my opinion, a 
decided improvement on the text-books 
now in use. {April 26, 1886.) 

Rich. C. Meade, Supt. of Schools, 
Atchison, Kan. : I can say without hesi- 
tation that it is the best book of its kind 
that I have ever seen. {April 21, 1886.) 

D. C. Tillotson, Supt. of Schools, 
Topeka, Ka?i. : To find a text-book spark- 
ling with good things for both pupil and 
teacher, and without one "dry" page, 
makes the soul of the teacher rejoice. 
{April 19, 1886.) 

E. Stanley, Supt. of City Schools, 
La7vrence, Kan. : I have given it a care- 
ful and critical examination, and am con- 



46 



HISTORY. 



vinced that it possesses many points of 
excellence, {June 17, 1886.) 

W. S. Perry, Supt. of Schools, Ann 
Arbor, Mich. : No such matter as it con- 
tains is accessible to a majority of teach- 
ers of history in high schools, and to them 
it will be invaluable, as showing some 
of the sources of history, and as furnish- 
ing some of the material from which his- 
tory is made. {April 24, 1886.) 

I. N. Mitchell, Supt. of Schools, Grand 
Rapids, Mich. : I beheve it to be the best 
working class-book, i.e., tool, of which I 
have any knowledge. {April 22, 1886.) 

S. G. Burkhead, Supt. of Schools, 
Saginaw, Mich. : It is indeed unique, 
and I believe would be eminently satis- 
factory. {April 19, i885.) 

Henry J. Robeson, Supt. of Schools, 
Port Huron, Mich. : It is undoubtedly 
the best work now in the market for 
high-school or academic pupils. 
{May 13, 1886.) 

Henry N. Frencli, Supt. of Schools, 
Kalamazoo, Mich. : I am delighted with 
its plan and scope. {June 18, 1886.) 

J. B. Young, Supt. of Schools, Daven- 
fort, la. : The method of study that it 
suggests will not only foster a taste for 
reading, but lead to independent inves- 
tigation. {April 19, 1886.) 

James B. Bruner, Supt. of Public 
Instruction, Omaha, Neb. : It is, in many 
respects, the best text-book on the sub- 
ject that I have ever examined, 
{June 18, 1886.) 

E. B, Neely, Siipt. of Public Schools, 
St. Joseph, Mo.: This book ought to 
inaugurate a new era in the study of his- 
tory, and if I am not mistaken, it will 
prove to be the most popular work on 
the subject that has yet been published. 
{Jan. 20, 1886.) 



C. B. Thomas, Supt. of East Saginaw 
Public Schools, Mich. : We like it. Its 
design and arrangement are unique, and 
exceedingly suggestive to both teacher 
and scholar. Probably no other text- 
book on history is so well fitted to invite 
and facilitate research, to provoke study 
and investigation, as this. Had we not 
recently put another into use, we would 
give it immediate place in our list of 
books. {June 18, 1886.) 

Darius Ste^ward, Rochester, Minn. : 
The publication of Sheldon's General 
History carries that department of school 
work a long step in advance. Teachers 
and pupils of the present will accept this 
plan of work with thanks, and those of 
the future, as a matter of course. 
{July 3, 1886.) 

W. M. West, Supt. of City Schools, 
Faribault, Minn. : I like it very much. 
It seems to me that it must aid in devel- 
oping the "historical imagination," in 
forming better habits of historical study, 
and in giving pupils (or teachers) truer 
ideas of the sources from which history 
is made. I intend that our schools shall 
use it next year. {April 25, 1886.) 

L. F. Curtis, Supt. of City Schools, 
San Jose, Cal. : I am very much pleased 
with it. It is certainly a marked step in 
advance of the old methods in historical 
study, — "a new departure" which will 
be greatly appreciated by progressive 
teachers everywhere. {June 12, 1886.) 

Kate W. T. Tupper, City Super in- 
tendent of Schools, Portla?id, Ore. : It 
gives me pleasure to express my hearty 
commendation of it. It has been on my 
desk the past six months and under 
daily examination. I shall hope for the 
pleasure of using it in class some time in 
the future, for I believe that the " histori- 
cal sense " can be more satisfactorily 
developed by its use than by the use of 
any other school text I have ever seen. 
{June 22, 1886.) 



HISTORY. 



47 



H. R. Roth, Supt. of City Schools, 
Meadville, Pa. : The Manual makes 
your work on this subject the most de- 
sirable and complete I know. 
(June 2.2., 1886.) 

A. H. Campbell, Prin. State Normal 
School, Johnsofi, Vt. : I find it a unique 
book. It gives an insight into the mak- 
ing of history as no other book of my 
acquaintance does. {March 17, 1886.) 

A. C. Boyden, State Normal School, 
Bridgewater, Mass. : Anything that will 
drive the students away from the old 
memoriter form of history study is to be 
welcomed by teachers. I think this a step 
in the right direction. (June 14, 1886.) 

Miss T. "W. Lewis, Teacher of His- 
tory, State Normal School, Providence, 
R.I. : I have examined it carefully, and 
it gives me pleasure to say that I think 
it promises better than anything else I 
have seen. Its plan is unique ; yet it is 
wholly in accordance with the most ra- 
tional methods of teaching. 

It is adapted to stimulate thought to a 
wonderful degree, and to change the dry 
memorizing of details, so common in our 
secondary schools, into a broad philo- 
sophical consideration of causes and re- 
sults, and of the onward march of civili- 
zations. I can desire nothing better for 
our high schools, academies, and normal 
schools, than a general adoption of this 
book and a supply of teachers who can 
use it intelligently. I shall give it a trial 
in the class-room in September. 
(Jcly 10, 1886.) 

Samuel J. Sornberger, State Nor- 
mal School, Cortland, N. Y. .■ I have been 
using it as supplementary to other matter 
in class-room work, and I find it of great 
value. (April 27, 1886.) 

Miss S. M. Efner, Teacher of His- 
tory, State Normal School, Brockport, 
N. Y. : The plan is original and practical. 
(April 26, 1886,) 



D. C. Murphy, Teacher of Historical 
Science, Central State Normal School, 
Lock Haven, Pa. : I find it excellent and 
well adapted to class-work. 

(April 19, 1886.) 

J. A. Cox, Prin. of State Normal 
School.^ West Liberty, W. Va. : I have no 
hesitancy in recommending it to all 
schools wishing an excellent text-book 
on general history. (April 19, 1S86.) 

E. E. Smith, Prin. of State Normal 
School, Fayetteville, N. C. : It is new, 
practical, and inspiring. I hope to have 
it adopted for classes in our school. 
(April 20, 1886.) 

J. Ross Lee, Prof, of General His- 

tofy, Normal University, Ada, Ohio : 
I am convinced that it possesses many 
points of superiority. I anticipate its 
general introduction as a text-book. 
(June 17, 1886.) 

Robt. M. Lusher, Prin. of the late 

Pcabody Normal Seminary, New Orleans, 
La. : I am satisfied that all teachers of 
history will be delighted with it. 
(April 24, 1886.) 

J. T. McCleary, Teacher of History, 
State Normal School, Mankato, Minn. : 
The book marks an era in the method 
of historical study in schools. 
(April 22, 1886.) 

The more I examine the studies, the 
more I am impressed with the spirit of 
investigation which the studies almost 
impose upon the student. The classes 
which use the book as it is intended to 
be used, will be able to " weigh and con- 
sider" historical evidence. 
(June 24, 1886.) 

C. W. G. Hyde, Instructor in History, 
State Normal School, St. Cloud, Minn. : 
I hail it as a most valuable aid in lifting 
history above the position of a mere 
memory study. It compels tnought ; and 



48 



HISTORY. 



if there be such a thing as a science of 
history, the earnest student cannot do 
otherwise than extract it from these 
" Studies." {April 24, 1886.) 

J. H.Miller, Campbell Normal Univ., 
Holton, Kan.: I have seen no general 
history with so many good qualities. Its 
character is elevating; its order, natural. 
I consider it the best work of the kind 
published. {.May 30, 1886.) 

S. L. Maxson, Pri7i. of Albion Acad- 
emy aftd Normal Institute, Wis. : I have 
examined it carefully, and am satisfied 
that it excels anything in that line of 
study I ever met with. We have given 
it a regular place in our list of studies, 
and shall try to make it a popular study, 
as it deserves. {June 12, 1886.) 

Wm. Stryker, Teacher of History 
in Kansas Normal Coll., Fort Scott, 
Kan. : I find that it contains the most 
matter in the smallest space, and ar- 
ranged in the best manner of any history 
I have ever seen. {J^"' 21, 1886.) 

Nellie G. True, Teacher of History, 
Waterville High School, Me. : During 
the past quarter, I have used it for sup- 
plementary work in my classes with vetj 
profitable results. It is the most helpful 
and original general history I have ever 
seen. {April 26, 1886.) 

M. H. Purring-ton, Prin. of Kenne- 

bunk High School, Me. : I have never 
seen a work on general history so well 
adapted to give a rational comprehen- 
sion of the events and circumstances 
which make up history. The historic 
process is so vivid and entertaining that 
the work cannot fail to please as well as 
instruct. Nothing would give me greater 
pleasure than to adopt it in my school. 
{April 19, 1886.) 

S. W. Landon, Prin. of Burlington 
High School, Ft. : The constant use of it 



for some time as a reference book con- 
vinces me that it is one of the best helps 
to the study of history ever offered our 
schools. It is admirably designed to 
stimulate the pupil to work outside of 
the text-book, and with remarkable wis- 
dom it directs him where to work. 
{May 8, 1886.) 

S. C. Smith, Master in English High 
School, Boston : I can say I am very 
much pleased with it. I wish it could 
be introduced into our school, as it has 
"strong points" I have never seen in 
any other text-book on history. Any 
one who has had experience in teaching 
history will at once recognize familiar 
topics arranged in a 7tew and helpful 
manner. The book possesses many 
excellences wliich readily appear to the 
experienced eye. {Alay 17, 1886.) 

C. P, Townsend, Worcester High 
School, Mass. : It seems to me not only 
one of the best text-books I have ever 
seen, but also, from its arrangement, its 
illustrations, suggestive quotations from 
Greek authors, and its questions, obliging 
the student to think for himself, an inter- 
esting and inspiring book of history for 
the general reader. 

D. W. Abercrombie, Prin. of Wor- 
cester Academy : Its method is undoubt- 
edly the correct method in theory, and 
must have great value in practice. Its 
method is so undeniably correct that it 
shall have another close inspection with 
a view to its introduction into the acad- 
emy. {June 16, 1886.) 

W. W. Colbum, Prin. of Spring- 
field High School, Mass. : It is, in my 
opinion, admirably arranged for a syste- 
matic and thorough study of history. 
{June 16, 1886.) 

F. P. McGregor, Prin. of Lawrence 
High School, Mass.: It is, in my judg- 
ment, the best work on the subject now 
published. {Jfune 17, i886.) 



HISTORY. 



4'J 



Ray Greene Huling, Prin. of New 
Bedfo]-d High School: I regard the 
method as a great improvement on the 
common memorizing of text-books upon 
the subject. I lilce the book and wish it 
a wide success. {June i6, 1886.) 

Mary E. Austin, Teacher of History, 
New Bedford High School, Mass. : I have 
heard Mr. H. F. iiarrington, our super- 
intendent, praise the book; and from 
only a hasty examination I should judge 
the book merited all the praise it had 
received, and much more. {July 6, 1886.) 

Li. Dame, Prin. of Consolidated High 
School, Newburyport, Mass. : Every one 
who is called upon to teach this subject 
has abundant reason to be extremely 
grateful to the author for this contribu- 
tion to our list of text-books. It seems 
to me it must be extensively adopted in 
high schools throughout the country. 
(June 17, 1886.) 

A. J. Georg'e, Teacher of History, 
Brookline High School, Mass. : I am glad 
to put myself on record as being in hearty 
accord with both the spirit and method 
of Sheldon's History. I confidently ex- 
pect that the results of its use will be to 
shelve forever the " drum and trumpet " 
histories now so common in our schools. 
{June 17, 1886.) 

Elizabetli C. Shepley, Providence 
High School, R.I. : It is by far the most 
enjoyable school-book on history which 
I have ever seen. {May 29, 1886.) 

Miss E. M. Boyden, Teacher of 
Ancient History, High School, Brooklyn, 
N.Y.: Miss Sheldon has the true secret 
of making the subject of liistory both 
interesting and profitable. 
{April 17, 1886.) 

Lucy M. Salmon, Teacher of His- 
tory, Free Academy, Rochester, N. Y. : I 
think it will be of great service in giving 



new ideas in regard to teaching histor}'. 
{June 25, 1886.) 

Wm. E. Mead, Prin. of Troy High 
School, N. Y. : Nothing with which 1 am 
acquainted illustrates more clearly the 
topical method than this text. 
{March 31, 1886.) 

Emma E. Allerton, Teacher of His- 
tory, Poughkeepsie High School, N. Y. : I 
think the plan quite novel and very phil- 
osophical. Undoubtedly the book can 
be made a success. I think Miss Shel- 
don has taken a step far in advance of 
our ordinary text-books of history. 
{April 20, 1886.) 

Anna Nicholl, Hackcttstoimt, N.J. : 
I like it better than any I have ever used 
or ever seen ; I shall not be satisfied in 
future to use any other text-book. I take 
pleasure in giving my hearty approval of 
the book in all respects. {June 15, 1886.) 

Miss E. R. Haxton, Teacher of His- 
tory, High School, Meadville, Pa. : It is 
a very fine history ; indeed, by far the 
best of its kind that I have seen, embody- 
ing, as it does, the newest methods of 
teaching that subject. I hope that I may 
have the pleasure of using it in my 
classes. {J'"^- 25, 1886.) 

W. Howard Palkner, Teacher of 
History, Rugby Academy, Philadelphia, 
Pa. : It is in all respects an excellent 
work, accurate, concise, and admirably 
adapted for a text-book. 
{March 23, 1886.) 

Agnes Irwin, Prin, of Private School, 
Philadelphia : I think the plan admira- 
ble, and the book excellent. It will be 
of great use to most teachers, and a help 
to all. {Jurie 16, 1886.) 

A. J. Robinson, Instructor in History, 
Baltimore City Coll., Md. : I have used 
the book to some extent in my classes 



50 



HISTORY. 



here, and find it to be all that is claimed 
for it. The method of treatment is better 
than that of any text-book in history pub- 
lished in this country that I have seen, 
(June 15, 1886.) 

Williara P. Pox, PHn. of Richmond 
High School, Va. : I like the plan of the 
book, and think it well calculated to 
stimulate study and investigation, and to 
lead the pupils to grasp the important 
facts and to form independent judg- 
ments. {May 3, 1886.) 

Theston H. Johnston, Teacher of 
History, High School, Cleveland, O. : It 
is suggestive for the pupil and helpful for 
the instructor, but each must be a stu- 
dent to gather all the good which the 
author has made available. 
{June 19, 1886.) 

Mabel Cronise, Teacher of History, 
Toledo High School, O. : It is a very 
valuable work, clear, concise, and yet 
with no important subject omitted. 
{Feb. 9, 1886.) 

C. P. Lane, Prin. of Ft. Wayne High 
School, Ind. : It seems to me fully to sus- 
tain the promise of the advance sheets. 
We shall start in this study a class of 
about forty, some time in April, or per- 
haps earlier. {Jan. 28, 1886.) 

J. C. Black, Prin. ofLogansport, High 
School, Ind.: Am well pleased with it. 
It is constructed on the right principle. 
{April 29, 1886.) 

Mrs. M. E. Gettemy, Prin. of High 
School, Galesbujg, III. : I believe that 
this book will do more towards produc- 
ing this result than any heretofore placed 
in the schoolroom. It must stimulate 
to thought, and that which stimulates to 
thought must awaken interest. I look 
for a revolution in the method of teach- 
ing history. {May i, 1886.) 



Cora W. Blodg-ett, Teacher of His- 
tory, St. Paul High School, Minn. : I 
have been using it in supplementary 
work, and am very much pleased with 
it. It carries out completely the method 
which I am using. As suggesting addi- 
tional lines of study and of thought, it is 
of great value. I like the questions, the 
illustrations, and the extracts especially. 
{April 28, 1886.) 

J. H. LeTVis, Prin. of Hastings High 
School, Min?i. : I think that I shall use 
it next year. {Jmie 20, 1886.) 

Mina B. Selby, Teacher of History, 
Iowa City High School, la. .-It supplies 
a need which I have always felt in teach- 
ing history. The illustrations and the 
quotations from all important historical 
documents are well calculated to arous-e 
interest and fix attention. {June 22, 1886.) 

Helen E. Morton, Teacher of His- 
tory, Tabor High School, la. : I have 
been using it for some two weeks in a 
very small class in " philosophy of his- 
tory." I am pleased with the work done 
and the interest inspired. 
{April 2^, 1886.) 

Almira Hayes, Teacher of History, 
Kansas City High School, Mo. : No 
words of mine can convey to you my 
appreciation of it. It is so unlike other 
general histories ! New life and interest 
are given to old matter. I have been 
educating myself in its spirit. I am sure 
that it must make students of history, 
and develop a searching criticism of state- 
ments, and power to connect cause with 
result, as no history I have seen can do. 
{April 21, 1886.) 

Villa B. Shippey, Teacher of His- 
tory, Omaha High School, Neb. : I have 
been using it as a guide in my work since 
the first pages were published. Miss 
Sheldon places history, as it should be, 
among the disciplinary subjects. I hope 



HI STORY. 



5] 



the time will soon come, that we may 
devote more time to history, and that 
this book will be in the hands of the 
pupils. I can heartily endorse all that 
has been said in favor of the work. 
{May 17, 1886.) 

Belle Macomaic, Teacher of History, 
Nebraska City High School : I find it to 
be very practical. It is the best text-book 
of history I have seen. I hope to have 
the class use it next year. 
{April 19, 1886.) 

Kate Elliott, Assist. Teacher, Girls' 
High School, San Francisco, Cal. : I re- 
gard it as one of the greatest aids in the 
study of history. It is full of suggestion, 
and I cannot but feel that the study car- 
ried forward on the plan proposed in this 
book will be both profitable and pleasant 
to the pupil. {Ju7ie 22, 1886.) 

Fred H. Clark, Prin. of Los An- 
geles High School, Cal.: It is one of 
the most perfect guide-books for study 
that it has ever been my fortune to 
examine. 



Journal of Education, London, 
Eng. : Taken altogether, these studies 
suggest the contents of a lecturer's note- 
book, and, if they are so, Miss Sheldon's 
lectures must have been of first-rate 
quality. 

The Critic, New York: We do not 
know any text-book in history designed 
so skilfully to make the scholars think. 

N. E. Journal of Education : We 

heartily commend this work to teachers, 
school and college officers, believing that 
a careful examination of its plan and 
methods of teaching and studying gen- 
eral history will lead to its adoption. 

New York School Journal : The 

Student's Manual showed that the au- 
thor knows the true method of histori- 
cal teaching more thoroughly than any 
teacher who has written on this subject 
in this country. 

Education, Boston: It is warmly 
commended by critics as of great value 
in the class-room. 



Studies in Greek and Ro7nan History; 

Or, Studies in General History, from 1000 B.C. to 476 A.D. By Mary D. 
Sheldon, recently Professor af History in Wellesley College. 5}^ by 7^ 
inches. Cloth, xvi -t- 250 pages. Price by mail, ^l.io; Introduction 
price, ^l.oo. 

AT the request of several teachers in leading city high schools, we 
shall bind separately those portions of " Sheldon's Studies in Gen- 
eral History" and of the " Teacher's Manual" which relate to Greece 
and Rome, including the small amount of prefatory Ancient History. 
These portions will make works respectively of 250 and 75 pages, and 
will meet the needs of students preparing for college, of schools in 
which Ancient History takes the place of General History, and of stu- 
dents who have used an ordinary manual, and wish to make a spirited 
and helpful review. 



HISTORY. 



Opinions of Superintendents, Professors, and Teachers, who have care- 
fully exannined the book :— 



Henry Raab, State Supt. of Public 
Instruction, Springfield, III. : I have no 
hesitancy in saying that botli method and 
material presented in the work incite the 
student to further study, — a feature every 
good book ought to possess. I consider 
the work a valuable addition to our edu- 
cational literature. {A«^- 19, 1886.) 

A. L. Chapin, Fres. Beloii Coll., 
Beloit, Wis. : I hope the book will help 
to bring forward better teachers and to 
lead on interest in historical study in 
all our schools. (J^fy i, 1886.) 

■William P. Holcomb, Swarthmore 
Coll., Pa. : I am highly pleased with it. 
It is the most suggestive text-book for 
teachers that I know of; and for stu- 
dents, it is the one best adapted to make 
them think and observe, and to break 
up the pernicious habit of merely memo- 
rizing facts, {Sept. 14, 1886.) 

B. C. Winslow, Pro/, of History, 
Wabask Coll., Crawfordsville, Ind. : I 
am exceedingly pleased with Sheldon's 
History, but, under present arrange- 
ments, I cannot use any text-book at 
first. I shall recommend Sheldon's, 
and use it for reference all I can ; but 
the instruction, will have to be by lec- 
tures and the " laboratory method " 
chiefly. Were I to introduce any Gen- 
eral History, there would be no hesita- 
tion as to what I should take. 
{April 20, 1887.) 

Rev. E. F. Bartholomew, Pres. 

Carthage Coll., Carthage, III. : The 
plan and the method commend them- 
selves to me. I think very favorably 
of the seminary method of teaching 
history. It must supplant the old 
method; and the text-book based on 
this plan is in the line of progress, and 
is sure to gain success. {Feb. 21, 1887.) 



N. M. Wheeler, Prof, of History, 
Univ. of Southern California, Los An- 
geles .-In the hands of a capable teacher, 
it ought to effect a revolution wherever 
introduced. Others cannot do worse 
with it than they now do, and may catch ' 
the true spirit of investigation and ra- 
tional study in spite of themselves. 

Miss M. Porter, Emi?ience Coll., 
Ky. : It is the best text-book on any 
subject that I am familiar with. It is 
helpful in teaching everything, and has 
already been suggestive in my other 
work. ( Oct. 13, 1886.) 

Theo. B. Noss, Prin. State Nor- 
mal School, Califo?-nia, Pa, : The plan 
is well adapted to awaken the true 
spirit in the study of history. The 
method of furnishing data, from which 
the student can, in a sense, make his 
own history, is as useful as it is novel. 
{Jan. 15, 1887.) 

G. S. Albee, Pres. of State Normal 
School, Oshkosh, Wis. : I have examined 
the book very carefully, and am so much 
pleased with it that it has been forwarded 
to our teacher of history with suggestion 
that it be used in next class. It is one of 
the first books published in any branch 
which teaches the student a method of 
study by its plan instead of by cheap 
formal directions. No student can com- 
plete this work without clearly perceiv- 
ing the broad distinction between the 
reading and the study of a work. 
{Aug. 9, 1886.) 

J. DuShane, Supt. of Schools, South 
Bend, Ind. : I have but words of praise 
for Sheldon's History. It is on the right 
plan and in the right spirit. I shall rec- 
ommend that it be introduced into our 
schools as soon as practicable. 
{Jan. 13, 1887.) 



10 



HISTORY. 



Sanford L. Cutler, Prin. Laxvrence 
Academy, Groton, Mass. : Classes that 
use it will have no temptation, and, in 
fact, no opportunity to indulge in the 
parrot-like committing to memory which 
too often takes the place of real study. 
The book, it seems to me, must add a 
new interest to the study of history, and 
will demand and well repay the best 
efforts of both teacher and pupil. 
{Jan. 8, 1887.) 

C B. Roote, Associate Prin., Green- 
wich Academy, Greetvwich, Conn. : In 
my judgment the book stands alone. It 
is impossible to compare it with other 
text-books of history : contrast rather 
than comparison is the word that comes 
to mind. Although I may not benefit 
the book by pronouncing it the best, yet 
I feel that I must say that, if anything. 
I am certain that an honest teacher of 
history, with no special training in that 
branch and with few books to consult, 
would find this book suggestive and 
stimulating in the highest degree ; and 
instead of its proving over-difficult to 
handle even with an average class, it 
would be found, if used with thought, an 
actual saving of labor. {Jan. 7, 1887.) 

Lucy G. Crocker, Yonkers, N. Y. : 
I find it a most admirable work, and feel 
that it will make what has always been 
one of my great pleasures, — the teach- 
ing of history, — more of a pleasure and 
profit than hitherto. The method, in its 
whole, is not unlike that pursued by 
teachers to a certain extent ; but to have 
so full a scheme spread out and pre- 
pared facilitates class-work, and simpli- 
fies, in a most judicious manner, the 
work of both teacher and pupil. 
(Sept. 8, 1886.) 

W. C. Stone, Prin. Oswego Falls 
Union School, N. Y. : I expected to find 
Miss Sheldon's History the best text-book 
on general history published ; my expec- 
tations are fully realized. 



She has succeeded in applying Pes- 
talozzian principles to the study of his- 
tory. No other author does this. I 
am more than ever convinced that 
hers is the only true method of studying 
history, and am applying her method 
as far as I can in teaching United 
States history. (y«:«- 19, 1887.) 

Frank W. Whitney, Prin. Chico- 

pee High School, Chicopee, Mass. : It 
comes the nearest to being an ideal text- 
book in history of any that I have exam- 
ined. Any word that can be said in 
favor of the " inductive method " of 
teaching is a recommendation to the 
book. I am free to say that I am pleased 
with it. I should like to have it used in 
our High School. {Aug. 24, 1886.) 

Harriet R. Chase, Young Ladies' 
School, Providence , R.I. : It is the 
best we have yet seen. {Oct. 14, 1886.) 

Francis N. Thorpe, Prof, of His- 
tory, Normal Training School, Philadel- 
phia : I am persuaded that, in scope, 
method, and spirit, it is not surpassed 
by any of the other general histories ex- 
tensively used in fitting-schools and in 
college classes. 

I like Sheldon's use of authorities ; 
the quotations from such, and the brief 
presentation of some material out of 
which books are made, is in conform- 
ity to the demands of the present study 
of history, {yan. 7, 1887.) 

Miss Amelia P, Butler, Lexing- 
ton, Ky.: I like it exceedingly; the 
method is excellent. It is just such a 
book as is needed in the South, where 
it is very hard to induce the young ladies 
to produce any original work, or do any 
real thinking. I have succeeded in in- 
troducing it into a small class of the 
older students. {March 19, 1887.) 

C. H. Dye, Priit. Franklin Academy, 
Neb. : I think it admirably adapted to 
academic use. {Feb. 14, 1887.) 



HISTORY. 



11 



Charles N. Peak, Prin. High 
School, Aurora, Ind. : All teachers are 
agreed that the study and teaching 
of history should be greatly improved. 
From a careful examination of Sheldon's 
History, I am led to believe that it is a 
step in the right direction. When we be- 
gin our classes in General History next 
year, I shall carefully consider Sheldon's 
before adopting any. (jfan. lo, 1887.) 

M, D. Hornbeck, Pres. Wesleyan 
Seminary, Danville, III. : The author 
seems to understand the whole field 
of Outline History, and has exhib- 
ited rare judgment in the selection of 
her topics. This text, properly used, 
must quaUfy students in General His- 
tory better than any other in use up to 
the present. I have not introduced the 
book yet, but shall do so next year, 
{Feb. 24, 1887.) 

R. H. Halsey, Prin. of High School, 
Oshkosh, Wis. : With such a text-book, 
the pupil has a responsibility thrust 
upon him, and is stimulated to meet 



that responsibility and do independent 
work in a way that no amount of " cut 
and dried " history could ever induce. 
I shall greatly mistake if this book does 
not perform a valuable service in enliv- 
ening the teaching of general history in 
our high schools and academies. 
{Aug. 16, 1886.) 

William L. Weber, Prin. Browns- 
ville District High School, Dancyvllle, 
Tenn. : The more I look into this vol- 
ume the more I like it, especially the 
feature of making the pupil depend 
on himself. This method furnishes the 
straw, but expects the pupil to make his 
own bricks. Its introduction into any 
school will, I am sure, raise the standard 
of history teaching. As soon as I am 
able to change text-books, I shall be 
glad to use it. 

T. D. Finch, Ped Bank, N.J.: I 
am quite delighted with Sheldon's His- 
tory. It cannot fail to make history 
more interesting and more practical. 
{Oct. 13, 1886.) 



PRESS NOTICES. 



Prof. J. H. Allen, tji Unitarian 
Review, Boston : There is no effort after 
literary style or continuous narrative, but 
a wealth of suggestion and illustration 
very extraordinary in a text-book. The 
illustrations include extracts from literary 
and other movements of almost all sorts 
and periods, as well as maps and pictures, 
showing such skill in selection and exe- 
cution as to give the book a high value 
for those who do not easily get at libra- 
ries or museums of art. An introduc- 
tory epistle " to the student " explains the 
author's method, by showing how an 
original investigator would actually set 
about the explanation of the things that 
make up the history of England; and 
this method is carried out, in brief, 
through the volume in the form of sum- 



maries and tabular views of institutions 
and famous names, with very numerous 
extracts, such as we have indicated. 
Thus, in an incredibly brief space, 
the characteristic features of a race or 
period are made to stand out in clear 
relief, — ranging from the Egypt of Che- 
ops to the Italy of Victor Emmanuel 
and the socialism of Lassalle. The 
method is reenforced by numerous well- 
selected questions, and the volume closes 
with an excellent index. The vexed 
question how to spell Greek and other 
foreign names is sensibly decided by 
giving them in their most familiar Eng- 
lish forms. {March, 1887.) 

The Nation : It is upon a wholly 
novel and original plan, — one which, if 



12 



HISTORY. 



well carried out in detail and faithfully 
followed by the teacher, must produce 
admirable results. The " studies " are 
real studies, not lessons. As a whole, 
the material is selected with admirable 
judgment ; and even where we have 
been at first inclined to question the 
wisdom of the selection, we have, on 
further examination, generally found 
that the author was in the right. 
{Aug. 19, 1886.) 



The N.Y. Evening Post : To lay 
out such a sketch of the essential in his- 
tory is not an easy task, especially for the 
modern period; but Miss Sheldon has 
accomplished it with much skill and 
good judgment ; and, by keeping care- 
fully to her plan, has succeeded in em- 
bracing in a moderate-sized volume a 
complete vi>ew of the course of history, 
from the early Egyptian Empire to the 
present day. (.Aug. 23, 1886.) 



TEACHER'S MANUAL, TO ACCOMPANY SHELDON'S 
GENERAL HISTORY. 



S. W. Jour, of Ed..: We commend 
it highly. It is especially adapted as a 
guide to accompany the use of that ex- 
cellent text-book, Sheldon's General His- 
tory. It may be profitably used by the 
teacher in connection with any text- 
book. It is of great value to the teacher 
who teaches by topics, and permits the 
pupils to use a variety of books. The 
competent teacher who uses this book, 
understands the spirit of its suggestions, 
and follows its directions intelligently, 
cannot fail to impart to his pupils much 
valuable information, inspire them to 
diligent research, and draw frorn them 
intelligent recitations, ( October, 1886.) 

The Critic, New York : The preface 
is in itself an earnest that the book will 
be what we indeed find it to be : an 
original, concise, and suggestive manual 
for teachers given to that best method of 
teaching which consists, not in telling 
pupils facts, but in eliciting facts and 
thoughts from the pupils. 

Correspondence Univ. Jour., 

Chicago, III. : It is full of excellent sug- 
gestions for teaching history, and has 
valuable tabular forms by which memory 
may be aided and the study of history 
simplified. As illustrations of the " sem- 
inary " method of teaching history, these 



volumes are valuable contributions to our 
modern text-book literature. 

Wisconsin Jour, of Ed. : With 
the accompanying manual, now accessi- 
ble to teachers, the work is not so diffi- 
cult as might be supposed, and its firuits 
are very satisfactory. {November, 1886.) 

Zion's Herald, Boston : It will re- 
quire thought and careful preparation 
on the part of the teacher, and this, we 
are happy to know, is the demand of the 
hour in our higher schools and semi- 
naries. (Aug. II, 1887.) 

N. Y. School Journal: The ad- 
vantages of this method are, saving the 
tedium of the tread-mill and bringing 
the student day by day into living sym- 
pathy with thoughts, events, and feelings. 
All that was said in commendation of 
the former book, we repeat in reference 
to this. Teachers who thoroughly under- 
stand and faithfully follow this book, 
will produce far better results than is 
possible under the tread-mill method of 
olden times. 

The Independent, N.Y.: In the 
hands of a good teacher no method 
could be more stimulating. 
{Sept. 2, 1885.) 



HISTORY. 



13 



The Teacher, Philadelphia, Pa. : In 
a recent number of The Teacher, we 
called attention to the remarkable merits 
of Miss Sheldon's work on General His- 
tory, — to its peculiar method of treat- 
ment, its originality, its catholicity, its 
singular value, in fact ; and now we 
desire to notice this Teacher's Manual 
of the Studies. The first work contains 
the problems of history and the material 
needed to answer them ; the latter work 
contains the answers to these problems, 
embodied in tabulations, and a running 
commentary of text. We cannot speak 
too highly of the plan of the work, nor 
of its execution. The author has shown 
considerable ingenuity in her selection 
of material and admirable historical 
judgment, the selections from the writ- 
ings of the ancients being particularly 
appropriate. {Aug. 2, 1886.) 

Intelligence, Chicago, III.: Upon 
the appearance of the Studies, we com- 
mended the book highly as being out of 
the usual line and making conspicuous 
an unusual phase of historical study. 
{^Sept. 25, 1886.) 

Normal Register, Salina, Kan. .• 
The student is made to reason just as he 
would in the study of mathematics. He 
remembers facts just as he would re- 
member algebraic formulae. If he for- 



gets them, he is able to derive them 
again. This book will make the study 
of history a pleasure to thousands who 
have heretofore had an apathy for it. 

Literary World, london, Eng.: 
Taken together the two books, though 
complied principally for use in American 
schools, furnish a good course of history, 
ancient and modern, for general use. 
{Aug. 6, 1886.) 

Christian Union, N. Y. : We spoke 
with high commendation not long ago 
of Sheldon's Studies in General History. 
The author has now put forth a volume 
intended to accompany the use of that 
excellent work as a Teacher's Manual. 
Both books follow the German so-called 
" seminary " method, and aim to compel 
students to do original work with orig- 
inal material. (July 8, 1886.) 

The Schoolmaster, Loitdon:, Eng. .• 
Teachers whose pupils are working their 
way through the Student's Edition will 
find this Teacher's Manual quite indis- 
pensable.. The summaries are ably 
drawn up, while the general remarks on 
leading epochs and national characteris- 
tics are interesting, and show much 
power of taking a broad and coijipre- 
hensive view of historical details. 
(July 22, 1886.) 



GREEK AND ROMAN HISTORY. 



Unity, Chicago, III. : This is pictur- 
esque history, prepared, as nearly as 
history may be, on the inductive plan, 
making, of choice fragments from origi- 
nal sources, telescopes which bring the 
domestic life and the thought of the 
elder world very near to the child-mind. 
These extracts are linked by a few crisp 
comments, which suggest much more 
than they tell, and followed by questions, 
not of the ordinary text-book fashion, 
but fresh and thought-provoking. The 



maps are clear and beautiful and the 
illustrations unusually well chosen. The 
book is a treasure for pupils and teach- 
ers. {Dec. 4, 1886.) 

The Canada School Journal: 

We think it admirably adapted not only 
to convey to students clear conceptions 
of the leading facts and characteristics of 
ancient history, but to make the study 
interesting, stimulating, and attractive. 
{Feb. I, 1887.) 



14 



HISTORY. 



Canada Ed. Monthly : Studies in 
General History has met with the en- 
thusiastic reception which it deserved, 
and many students will be glad that the 
publishers, in the present volume, have 
republished separately that part of it 
which treats of the history of Greece 
and Rome. {November, 1886.) 

John Way, Jr., Supt. Sewickley 
Academy, Seioickley, Pa. ; Miss Shel- 
don's Greek and Roman History is one 
of the few really good school-books. 
{Feb. II, 1887.) 

Miss Sarah P. Eastman, Dana 
Hall, Wellesley, Mass. : We think it by 
far the best book, for certain classes, which 
we have ever seen. ( Oct. 25, 1886.) 

Isaac B. Burgess, Classical Mas- 
. ter, Rogers' High School, Newport, R.I. : 
I shall use it at once in fitting boys for 
Harvard. The peculiar excellences of 
the book are a remarkably clear, concise, 
and striking arrangement of essential 
facts and a plan of study, that requires 
honest, orderly thought. (Dec. 8, 1886.) 

The Tablet, London, Eng. : We 
will at once confess that we are much 
taken with it, that we like it very much, 
and that we can recommend it very 
much, and we will give our reasons. 
The authoress professes to lay before us 
the sources of these histories, and she 
does this in a manner calculated to im- 
press them upon our memories, whether 
we are following a course of lectures or 
reading up for ourselves. She first gives 
us a map of the country, and bids us 
look at its configuration, pointing out 
therefrom its natural resources. She is 
particular that we shall know the princi- 
pal original and also the modern author- 
ities for the history; from them she gives 
extracts bearing upon her most impor- 
tant deductions ; and these she puts be- 
fore us in a pleasant way, if we only 
choose to read at the same time some 



standard history. For example, in the 
chapter on " Historic Greece," or " Hel- 
las," she refers us to the contemporary 
sources of the history, — Herodotus, the 
lyric poets, various monuments and re- 
mains of these early times, then Thu- 
cydides, Plutarch, Aristotle, Xenophon; 
among the moderns, Grote and Curtius. 
She gives us, in tabulated series, the 
famous personages of the period, their 
birth-places, date, and the cause of their 
fame. Not satisfied yet, she asks us ques- 
tions, to see whether we have mastered 
her teaching, and, to conclude, gives 
suitable extracts translated from the 
writings of the great men of the time. 
This sort of thing is done with regard to 
each branch of her subject ; and we can- 
not say that we have ever seen a more 
pleasing way of helping to the study of 
history. Both professors and scholars 
will be saved much trouble by using this 
as a text-book or note-book. It must have 
cost the authoress a great deal of time 
and toil. As she was professor of history 
in an American college, she saw what 
would materially assist her pupils. For 
them she has composed, and to them 
she has dedicated, the fruit of her labors. 
Indeed, we doubt whether anybody but 
one who has taken an active part in 
teaching could have produced a work 
so suited to either professor or scholar. 
The book needs only to be known. Its 
compendious nature is shown by the 
fact that it extends to only two hundred 
and fifty pages. The table of contents 
and the illustrations will make it still 
more useful. {Feb. 5, 1887.) 

London Literary World : It is 

calculated to give, in a very brief form, 
some idea of the vast period it covers, 
and teachers of Greek and Roman his- 
tory, in particular, will find it a useful 
adjunct to the larger text-books. The 
practice of telling the story as much as 
possible in the words of the originals is 
especially to be commended. 
{Dec. 10, 1886.) 



HISTORY. 



15 



Saturday Review, London, Eng. : 
Studies in Greek and Roman History is 
a laudable attempt to initiate the young 
into the mysteries of history-making by 
setting before them fragments of the ma- 
terials out of which historians construct 
their works. Thus, instead of taking 
everything for granted, and accepting 
without gainsaying the historian's views 
of the characters, motives, and actions of 
the puppets which he produces on his 
stage, the student is set to think for him- 
self, and to form his own conception of 
the figures that by some caprice of fate 
loom out through the mist that shrouds 
their contemporaries. By this means 
every man becomes his own historian, 
and sees past events in the light of his 
own judgment, instead of reflected in the 
mirror of another's mind. There can be 
no doubt that this is the only rational 
way of teaching history. It involves 
much labor and much knowledge on the 
part of the teacher, but would save the 
learner a vast amount of needless read- 
ing. A few brief lines of contemporary 
chronicle, recording a reign or a long- 
drawn-out war, grow under the pen of the 
historian into chapters or even volumes. 
History is read by two classes of people, 
— those who wish to be told what they 
ought to think, and those who only care 
to know what examiners will ask them. 
These last are anxious to take the " view " 
of any given event which the examiners 
will expect of them. Miss Sheldon's 
book breaks through the trammels of 
such teaching. It sets the facts before 
the students as told by contemporaries, 
and bids them form their own conclu- 
sions, as they would about the incidents 
of the actual world around them. 
(April 2S, 1887.) 

The Nation: It needs no further 
commendation to any person who is 
familiar with the remarkable merits of 
the parent work. We will only add one 
thing : that this method, hke every method 
of original and independent excellence, 



calls for teachers of skill and thought- 
fulness. (Nov. 4, 1886.) 

Zion's Herald, Boston: It is an 
excellent manual for high schools and 
academies. We have great confidence in 
the historical text-books of Miss Shel- 
don. She is a rare teacher herself, and 
knows the necessities of the class-room. 
{Nov. 3, 1886.) 

Boston Advertiser: We remem- 
ber histories that were not so attractive 
nor so enlivening to the imagination. 
(Nov. 9, 1886.) 

Educational Record, Quebec, Can- 
ada: There are throughout the book 
evidences of the writer's excellent 
method of teaching history, which, when 
adopted by other teachers, will make 
the subject and the text-book popular 
with the pupils. According to Miss 
Sheldon's plan, the study of history is an 
intellectual operation and not a mere 
memorizing of the record of events. 
The illustrations in the book are very 
good, the facts are recorded in simple 
and concise language, and the arrange- 
ment is all that could be desired in a 
text-book. (January, 1887.) 

N. E. Jour, of Ed. : It must be a 
luxury to study or teach Greek or 
Roman history with such an admirably 
classified work, full of aids from first to 
last for appreciating and memorizing all 
that is of interest and importance in this 
history. The preface is a valuable con- 
tribution in itself. (Nov. 4, 1886.) 

Educational Courant, Louisville, 
Ky. : The plan is far superior to Jie old 
method of memorizing dates and facts. 
It vitalizes history and develops the 
historical instinct in pUpils by setting 
them at work to study the materials for 
themselves. It is a vigorous, progressive 
book, and one that will do much good. 
(November, 1886.) 



16 



in STORY. 



The Dartmouth, Hanover, N.H. : 
The idea of the work is an original one, 
and the work itself will be hailed by the 
students as an aid for both study and 
original investigation. (^Nov. 5, 1886.) 

The Fountain, York, Pa. : It is re- 
freshing to find a text-book with a plan so 
unique and suggestive to the diligent and 
inquiring student. Whilst the book is 
not large in size, it is so thoroughly filled 
with the essential facts of history that it 
will not be found necessary largely to 
consult other sources. This method of 
studying history leads the learner to 
judge and interpret for himself what he 
may find in the history of his own land, 
and whilst the plan is truly philosophic, 
it will develop thought and thus afford 
the best discipline. {MarcA, 1887.) 

The Dial, Chicago, III. : It will be 
found of great service to the teacher in 
the way of stimulus and suggestion. 
{^November, 1886.) 

Wis. Journal of Ed. : This is the 
first part of the author's excellent manual 
of General History. That book has met 
with unqualified approval from the ablest 
teachers of history. (^November, 1886.) 

The Advance, Chicago, III.: We 
have here a history which is unique. It 
is intended for the student, and to him it 
opens a field of investigation which can- 
not fail to be valuable as well as inspir- 
ing. He niust put this and that to- 
gether and form his own conclusions, 
and if he does this conscientiously and 
earnestly, he will find himself strength- 
ened and benefited as no continuously 
written narrative could benefit. 
{Nov. II, 1885.) 

The Congregationalist, Boston : 
The author's special purpose is to train 
her pupils to think for themselves, and in 



a sense to become historians by the en- 
deavor to discriminate and blend men- 
tally, in such wise as to gain a connected 
and permanent understanding of the 
subject. The book is of superior ex- 
cellence. (Ocl. 28, 1886.) 

Va, Ed. Journal: The historical 
methods of this author were recently 
noticed with approval in the Joicrnal. 
They seem well calculated to arouse 
interest, stimulate thought, and cultivate 
the judgment. Pupils are thrown in a 
good degree upon their own resources. 
They must examine, canvass, and decide 
for themselves. Sufficient directions are 
given to guide them into the proper 
methods, but they must do the work for 
themselves. 

Literary World, Boston : Th. con^ 
tents are like the colors on the palette, out 
of which the painter makes the picture, but 
are not the picture itself; or like the sand 
and bricks and timber out of which the 
mechanic builds the house, but are not 
the house. The book assembles the raw 
materials of Greek and Roman history, 
and not setting before the reader any 
finished statement, sets him on to make 
up his own statement. The book there- 
fore calls foir brains, skill, and energy in 
the user, but its use would be fine exer- 
cise. {December, 1886.) 

Intelligence, Chicago : As we said 
when this author's General History first 
appeared, she is the most suggestive and 
ingenious text-book historian that we have 
met. The present book is in no way in- 
ferior to its predecessor. In it will be 
found extracts from documents which are 
inaccessible to teachers ordinarily. It 
contains also many valuable tables and 
illustrations. Every teacher of Ancient 
History will find it a very excellent book 
to have. 



Outline Maps of the United States. 

Prepared by Edward Channing, Ph.D., and Albert B. Hart, Ph.D^ 
Instructors in History in Harvard College. 

Description, 

The Large Map is printed on strong white paper, in four sections, 
each 26 X 42 inches ; the sections are divided by the 95th meridian 
and the 37th parallel. They may be used separately or pasted to- 
gether. There is no lettering upon the map, except the numbering of 
the parallels and meridians, — the location of the principal cities being 
indicated by dots. Price, 15 cts. per section; 50 cts. complete. 

The Small Map is printed on tough white paper, in blue ink, and 
is II J X 18 inches in size, including a broad margin on the right-hand 
side, which furnishes ?,y\c& for written comments. The names of the 
principal rivers and the numbers of the parallels and meridians appear 
on this map. Price, 2 cts. each ; $1.50 per hundred. 

Application, 

Physical Geography. By the simple use of shading and colors, 
the maps may be made the basis of reproductions or original sketches 
of physical geography, thus saving the cost of elaborate wall and other 
maps, and allowing teachers to exercise their individual knowledge. 

Geology. They are also in use to illustrate geological lessons and 
lectures. 

Meteorology. Conditions of climate, isotherms, and isobares may 
be shown upon the maps with great ease. 

Statistical M^ps- The increasing use of maps for exhibiting econ- 
omic facts is facilitated by the use of these outlines. The maps in the 
Census Reports and Scribner's Statistical Atlas may be reproduced on 
the same or a larger scale. Among the subjects capable of this form of 
illustration are : the distribution of population ; race elements ; language 
elements; illiteracy 5 the distribution of manufactures, wealth, agricul- 
tural products ; etc., etc. 

Political Maps. As a basis for historical and political maps, the 
boundaries of the present States and Territories appear on the maps in 
faint lines. The pupil is thus taught to connect obsolete divisions with 
those now existing. A great variety of special maps may be drawn, 
among them the following : the Colonies and the United States at 
successive epochs ; the distribution of electoral votes ; the distribution 
of votes in Congress on the tariff and other important questions ; an- 
nexation of territory ; divisions into sections ; divisions created by the 
great compromises; the Confederate States; etc., etc. 

[over. 



ITse. 

The Large Maps are suitable for large classes or for public lectures. 

They may be seen with clearness for a distance of upwards of forty feet. 
The Small Maps are useful to the teacher or lecturer where a map 
may be passed from hand to hand. They will be found convenient for 
recording geographical facts in graphic form, and for copying rare or 
exiDcnsive maps. To the student or pupil the following, among other 
uses, may be suggested: (i) special maps maybe reproduced during 
or after the lecture, as an exercise ; (2) a series of such special maps 
will form an historical atlas for preservation ; (3) examinations on 
geographical topics can be most easily conducted by putting into the 
hands of the pupil a blank map and requiring him to fill it out ; (4) the 
pupil may be required to locate and name towns, gulfs and bays, lakes 
and rivers, States and Territories ; (5) an interesting exercise will be 
the location of areas of staple products, or the range of animals and 
plants. 

Mounting, 

The large maps can be readily hung from horizontal wires by meai^s 
of an ordinary spring clothes-pin ; or they may be tacked flat on a frame ; 
or they may be mounted on spring rollers. The paper is suiSciently 
strong to need, with ordinary care, no cloth backing. It is better to 
«tore them flat, folding or rolling as little as possible. 

Coloring. 

In coloring the blanks the following suggestions should be observed. 
Make the colors as bright and distinct from each other as possible. 
Chalk crayons answer very well for one use, but crock the paper if 
rolled, folded, or laid against another sheet. For the small maps ordi- 
nary colored lead pencils are sufficient. Still better are water colors, 
the cheapest grades being suitable. Care should be taken, when work- 
ing with the large map, to prepare a quantity of the tint in the begin- 
ning, and to provide large brushes. The paper receives water colors 
well, but should be stretched and tacked down tightly so as to avoid 
undue contraction. The large maps will take oil colors ; they should 
be mixed thin, and several days should be allowed for drying. The 
maps will be much plainer if the large water spaces are filled in with 
blue, or if at least the coasts are marked out by several parallel lines of 
blue. Mountains may be indicated by cross-hatchings of brown, or 
simply by long patches of that color; yellow is apt to disappear by 
gaslight. 

D. C. HEATH & CO., Publishers, 

Boston, New York, and Chicago. 




Old South Leaflets. 



Messrs, D. C. Heath & COo 
take pleasure in announcing that, by- 
special arrangement with the Di- 
rectors of the Old South Studies in 
History and Politics, they have be- 
come the publishers for schools and 
the trade of the new general series 
of Old South Leaflets, The Old South Leaflets, which have 
been published, during the last five years, in connection with 
the annual courses of historical lectures at the Old South 
Meeting House in Boston, have attracted so much attention and 
proved of so much service, that the Directors have determined 
upon the publication of this general series, with the needs of 
schools, colleges, private clubs and classes especially in mind. 
The Leaflets are prepared by Mr. Edwin D. Mead. They are 
largely reproductions of important original papers, accompanied 
by useful historical and bibliographical notes. They will consist, 
on an average, of sixteen pages, and will be sold -at the low 
price of five cents a copy or three dollars per hundred. The 
aim is to bring them within easy reach of everybody. The Old 
South work is a work for the education of the people, and 
especially the education of our young people, in American his- 
tory and politics, and its promoters believe that few things can 
contribute better to this end than the wide circulation of such 
Leaflets as those now proposed. It is hoped that professors in 
our colleges and teachers everywhere will welcome them for 
use in their classes, and that they may meet the needs of the 
societies of young men and women now happily being organized 
in so many places for historical and political studies. Some 
idea of the character of this series may be gained from the fol- 
lowing list of the subjects of the first sixteen numbers, which 
are now ready, A large proportion of these early numbers 
lelate to the Constitution and the history of its growth, which 
are now subjects of special interest to historical students. 

No. 1. The Constitution of the United States. 2- The Articles of 
Confederation. 3- The Declaration of Independence. 4- Washington's 
Farewell Address. 5- Magna Charta. 6- Vane's " Healing Question." 
7. Charter of Massachusetts Bay, 1629. 8- Fundamental Orders of Con- 
necticut, 1638. 9. Franklin's Plan of Union, 1754. 10- Washington's 
Inaugurals. 11. Lincoln's Inaugurals and Emancipation Proclamation. 12, 
The Federalist, Nos. i and 2. 13. The Ordinance of 1787. 14. The Con- 
stitution of Ohio.* 16- Washington's Circular Letter to the Governors of 
the States, 1783. IQ. Washington's Letter to Benjamin Harrison, 1784. 
— etc. Price, five cents per copy ; one hundred copies, three dollars. Directors 
of Old South Studies, Old South AJecting House, Boston. 
* Double number, price ten cents. 



Contimted from first inside page of cover. 



HolbrOOk Hig'h Sch. , Holbrook, Mass. 
Groton High School, CTroton, Mass. 
Kingston High Sch., Kingston, Mass. 
Blackstone High School, Mass. 

Thomaston High School, Conn. 
Westport High Sch., Westport, Conn. 
High School, Birmingham, Conn. 

Meriden High Sch., Meriden, Conn. 
Bristol High School, Bristol, Conn. 
High School, Clifton Springs, N.Y. 

Central High Sch., Philadelphia, Pa. 
Girls' High School, Louisville, Ky. 
Corinth High School, Corinth, Miss. 
Kansas City High School, Mo. 
Zanesville High School, Ohio. 

Bellevue High School, Bellevue, Ind. 
Wabash High School, Wabash, Ind. 
Ft. Wayne High School, Ind. 

Danville High School, Danville, Ind. 
South Bend High Sch., So. Bend, Ind. 
WinamaC High Sch., Winamac, Ind. 



Greencastle High School, Ind. 
Treaty High School, Treaty, Ind. 
Rockford High Sch., Rockford, 111. 
Mendota High School, Mendota, 111. 
East Side High Sch., Champaign, 111. 
Milford High School, Milford, 111. 
Ypsilanti High Sch., Ypsilanti, Mich. 
Pentwater High School, Mich. 

Jackson High Sch., Jackson, Mich. 
Bast Sagina^v" High School, Mich. 
Fond du Lac High School, . Wis. 
Florence High Sch., Florence, Wis. 
St. Cloud High School, Minn. 

Corning High School, Corning, la. 
Sidney High School, Sidney, la. 

Humboldt High School, Kan. 

Greensburg High School, Kan. 

Baxter Springs High School, Kan. 
Howard High Sch., Howard, Kan. 

Boulder High School, Col. 

Rogers High Sch., Rogers, Ark. 



The following is a partial list of colleges and schools into luhich 
SHELDON'S GREEK AND ROMAN HISTORY has been 
introduced : — 



Trinity College, 
Erskine Coll.. 
Carleton Coll., 
Hamline Univ., 
Washburn Coll., 
Pinkerton Acad., 
Watson Acad., 
Morrisville Acad., 
Dana Hall, 
"The Elms," 
Cook Acad., 
State Normal Sch., 
Se^wickley Acad., 
La'wrenceville Sch 



N.C; 

Due West, S.C. 

Northfield, Minn. 

Minn. 

Topeka, Kan- 

Derry, N.H. 

Epping, N.H. 

Vt. 

Wellesley, Mass. 

.Springfield, Mass. 

Havana, N.Y. 

Slippery Rock, Pa. 

Sewickley, Pa. 

N.J. 



Teachers' Beading Circle, N.J. 
Miss Nourse's Sch., Cincinnati, O. 
Ellsworth High Sch., Ellsworth, Me. 
Concord High Sch., Concord, N.H. 
Keene High., Sch., Keene, N.H. 

Windsor High Sch., Windsor, Vt. 
Boston High and Latin Schs.,Mass. 
Cambridge Latin Sch., Mass. 

Rogers High Sch., Newport, R.l. 
Providence High Sch., R.I. 

Springfield High Sch., Springfield, O. 
Morris High Sch., Morris, Minn. 

Los Angeles High Sch., Cal. 



A large number of schools have also signified their intention of 
adopting these books during the coming year (1889-90). 



History. 



LIBRARY OF CONGRESS 

lllllllillllllllilL 

018 511 780 7 • 



Sheldon's General History. For high school and college. The only history fol- 
lowing the "seminary" or laboratory plan now advocated by all leading teachers. 
Price, $i.6o. 

Sheldon's Greek and Roman History. Contains the first 250 pages of the 

above book. Price, f i.oo. 
Teacher's Manual to Sheldon's History. Puts into the instructor's hand the 

key to the above system. Price, So cents 

Sheldon's Aids to the Teaching of General History, Gives list of essen- 
tial books for reference library. Price, 10 cents. 

Bridgman's Ten Years of Massachusetts. Pictures the development of the 
Commonwealth as seen in its laws. Price, 75 cents. 

Shumway's A Day in Ancient Borne. With 59 illustrations. Should find a 

place as a stipplenientary reader in every high school class studying Cicero, Horace, 
Tacitus, etc. Price, 75 cents. 

Old South Leaflets on U. S. History. Reproductions of important poHtical 
and historical papers, accompanied by useful notes. Price, 5 cents each. Per hun- 
dred, $3.00. 

This general series of Old South Leaflets now includes the following subjects : The 
Constitution of the United States, The Articles of Confederation, The Declaration of 
Independence, Washington's FarewelLAddress, Magna Charta, Vane's " Healing Ques- 
tion," Cliarter of Massachusetts Bay, 1629, Fundamental Orders of Connecticut, 163S, 
Franklin's Plan of Union, 1754, Washington's Inaugurals, Lincoln's Inaugurals and 
Emancipation Proclamation, The Federalist, Nos. i and 2, The Ordinance of 17S7, 
The Constitution of Ohio, Washington's Letter to Benjamin Harrison, Washington's 
Circular Letter to the Governors. 

Allen's History Topics. Covers Ancient, Modem, and American history, and gives 
an excellent list of books of reference. Price, 25 cents. 

Fisher's Select Bihliog. of Ecclesiastical History. An annotated list of 

the most essential books for a Theological studen't library. Price, 15 cents. 

Hall's Methods of Teaching History. " Its excellence and helpfulness ought 

to secure it many readers." — The Nation. Price, $1.30. 
'Wilson's the State. Elements of Historical and Practical Politics. A text-book 

for advanced classes in high schools and colleges on the organization and functions of 

governments. In Press. 

D. C. HEATH «& CO., Publishers, 

BOSTON, XICW YORK AXD CHICAGO. 



